Behaviour Policy by Neville Lovett Community School

Neville Lovett Community School Fareham Behaviour Strategies Handbook

Contents Behaviour Strategies Handbook ……………………………………………………………………………………………………………………..

Student Behaviour Policy ………………………………………………………………………………………………………………………………………………………………………………….

Prevention & Good Practice ………………………………………………………………………………………………………………………………………………………………………………

Deliver Effective Lessons ………………………………………………………………………………………………………………………………………………………………………………….

The Students Need To Be Engaged In Their Learning …………………………………………………………………………………………………………………………………………

Rules & Expectations ………………………………………………………………………………………………………………………………………………………………………………………

Leaders & Responsibility …………………………………………………………………………………………………………………………………………………………………………………..

Senior Staff ……………………………………………………………………………………………………………………………………………………………………………………………………….

Climate Of Mutual Respect ……………………………………………………………………………………………………………………………………………………………………………….

Issues & Incidents …………………………………………………………………………………………………………………………………………………………………………………………….

Blockages & Failures ………………………………………………………………………………………………………………………………………………………………………………………..

Expectations & Rules ………………………………............................................................................................................................................. 16 Basic Classroom Expectations for ALL Students ……………………………………………………………………………………………………………………………………………… .

Student Code of Conduct ………………………………………………………………………………………………………………………………………………………………………………..

School Rules Concerning Drugs ……………………………………………………………………………………………………………………………………………………………………….

Home -School Agreement ……………………………………………………………………………………………………………………………………………………………………………… .

Boys Uniform ………………………………………………………………………………………………………………………………………………………………………………………………….

Girls Uniform ………………………………………………………………………………………………………………………………………………………………………………………………….

Rewards ………………………………………………………………………………………………………………………………………………………

Students Reward Policy ………………………………………………………………………………………………………………………………………………………………………………….

Principles & Values …………………………………………………………………………………………………………………………………………………………………………………………

Policy In Practice ……………………………………………………………………………………………………………………………………………………………………………………………

Rewards, Certificates & Other Awards …………………………………………………………………………………………………………………………………………………………..

Annual Merit Trophy ……………………………………………………………………………………………………………………………………………………………………………………..

Attendance ………………………………………………………………………………………………………………………………………………….

School Procedures ………………………………………………………………………………………………………………………………………………………………………………………...

Lateness ………………………………………………………………………………………………………………………………………………………………………………………………………..

First Day Absence ………………………………………………………………………………………………………………………………………………………………………………………

Third Day Absence …………………………………………………………………………………………………………………………………………………………………………………….

Continuing Absence ………………………………………………………………………………………………………………………………………………………………………………….

Frequent Absence …………………………………………………………………………………………………………………………………………………………………………………….

A Welcome Back ………………………………………………………………………………………………………………………………………………………………………………………

Absence Notes …………………………………………………………………………………………………………………………………………………………………………………………

Holidays In Term Time ……………………………………………………………………………………………………………………………………………………………………………..

Rewards …………………………………………………………………………………………………………………………………………………………………………………………………..

Attendance Targets …………………………………………………………………………………………………………………………………………………………………………………

Appendices ……………………………………………………………………………………………………………………………………………………………………………………………..

1. The Law ………………………………………………………………………………………………………………………………………………………………………………..

Categorisation Of Absence ………………………………………………………………………………………………………………………………………………………………………

Medical Absences ……………………………………………………………………………………………………………………………………………………………………………………

Sanction Systems……………………………………………………………………………………………………………………………………..

Internal Exclusion ……………………………………………………………………………………………………………………………………………………………………………………

Parental Representation …………………………………………………………………………………………………………………………………………………………………………

Fixed Period Exclusions (More Than 5 & Less Than 15 days In Any One Term) …………………………………………………………………………………………

Fixed Period Exclusions (More Than 15 Days In Any One Term) ……………………………………………………………………………………………………………….

Permanent Exclusions ……………………………………………………………………………………………………………………………………………………………………………..

General Points ………………………………………………………………………………………………………………………………………………………………………………………...

Missing A Public Examination ………………………………………………………………………………………………………………………………………………………………….

Behaviour Monitoring Systems, Responsibilities & Procedures ………………………………………………………………...

Staff Responsibilities …………………………………………………………………………………………………………………………………………………………………………….

MIS Team ………………….. ………………………………………………………………………………………………………………………………………………………………………..

Other Behaviour Monitoring Systems …………………………………………………………………………………………………………………………………………………..

The Intervention Process ………………………………………………………………………………………………………………………………………………………………………

Progress Check ……………………………………………………………………………………………………………………………………………………………………………………. .

Guidance for Managing Formal Intervention Meetings ………………………………………………………………………………………………………………………...

Possible Support To Be Offered …………………………………………………………………………………………………………………………………………………………….

School Rules Concerning Drugs ……………………………………………………………………………………………………………………………………………………………...

Drug Education ……………………………………………………………………………………………………………………………………………………………………………………..

Drug Related Situations & Incidents ………………………………………………………………………………………………………………………………………………………

Home/School Agreement ……………………………………………………………………………………………………………………………………………………………………..

Index ………………………………………………………………………………………………………………………………………………..

Behaviour Strategies Handbook Good behaviour is essential to the effective operation of a school, without it, students are not be able to make outstanding progress in their learning as teachers are unable to teach effectively. To ensure outstanding behaviour in a school there needs to be a very clear, easily understood, highly effective behaviour system that is consistently and comprehensively applied by all staff. This handbook provides all the procedures and policies at work in the school. Together they help establish the highly effective behaviour management system in place at the school that enables students to learn, achieve and develop, as teachers are allowed to teach. The key to effective behaviour in the school is the creation of a culture of high standards and expectations supported by very straightforward and effective systems that are implemented and supported by everyone. This Handbook contains the following: Student Behaviour Policy (Statutory School Policy) There are several important areas of the behaviour policy: 1. 2. 3. 4. 5. 6. 7. 8.

Prevention and Good Practice Expectations and Rules Rewards (Including Student Rewards Policy) Attendance Sanctions System (Including Exclusion of Students Policy (Statutory) Behaviour Monitoring Systems, Responsibilities and Procedures The Intervention Process and Possible Support Strategies An Appendix containing other relevant policies and more: Appendix 1: Example Behaviour Related Policies:

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Drugs Awareness and Education Policy Home/school Agreement

Prevention and Good Practice

'Prevention is better than cure'. This statement is particularly true in relation to inappropriate student behaviour. A well-managed, effectively organised school, with outstanding teaching and learning will have good student behaviour. There are several essentials that a school should subscribe to in order to ensure good behaviour (detailed strategies and guidance are provided later in this document):           

Deliver effective lessons Students need to be engaged in their learning. Rules are very clear and there are high expectations. Sanctions and rewards are clear and consistently applied. Effective support systems are in place for students with particular behavioural needs. All staff challenge poor behaviour and follow school procedures. All leaders take responsibility for their areas and maintain standards. Senior staff are continually high profile around the school. There exists a climate of mutual respect. All incidents are dealt with fairly and quickly. Blockages/failures in the systems are dealt with effectively and everything is continually monitored, always looking to make improvements.

Deliver effective lessons     

These strategies should be used by all teachers consistently in order to deliver effective lessons: General Guidance for Teachers and Cover Supervisors: Students and teachers should arrive punctually. Ideally, the teacher should stand at the doorway welcoming students as they enter the teaching room. Students should enter the teaching room quietly and in an orderly way, as organised by the teacher. 7

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Students should remove anything edible that they have in their mouths, as they enter the room. Students should be in full uniform. If this is not the case, teachers should raise the issue in a non-confrontational manner. Students should sit as directed by the teacher (Seating plans should always be used). Students should prepare immediately for the lesson by taking out of their bag any necessary equipment, i.e. planner, book, pen, pencil, ruler, rubber. The teacher should take the electronic register at the start of the lesson. They should insist on silence during the calling of the register. The teacher should set clear objectives for the lesson: the what, why and how, which should be clearly written on the board/smartboard. The teacher should focus on homework so that it forms an integral part of the lesson and ensure all homework tasks are recorded by students in their planners. The teacher should insist that the room is left tidy. Students should leave the teaching room in an orderly way, and promptly, so that they can arrive at their next lesson on time.

The Students need to be engaged in their learning

Teacher subject expertise, gaining full student interest and mutual respect between teachers and students are all essential ingredients to ensuring full student engagement and effective lessons. If students are fully engaged in their learning then behaviour in the classroom enables effective learning. There is no secret formula for instant success in classroom management; however the following strategies, centred on the eight conditions for raising student aspirations, are very useful: 1. Create a sense of BELONGING in your classroom. The Condition of Belonging means that a student is a valued member of a community, while still maintaining his or her uniqueness. The condition of Belonging increases intrinsic motivation, for it fosters self-confidence and investment in the classroom community. Possible strategies:     

Know your students -quickly learn their names and use each student's name in each lesson. Stand at the door, line your students up outside the class, where possible, and greet them as they enter the classroom. Research your students -ability levels, behaviour issues (there will be plenty of details on the school management information system). Know something about your students aspirations. Create opportunities for them to succeed. 8

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Understand the individual learning strengths and needs of each of your students. Be available to speak to your students should they need you. Show your students respect. Create an inclusive learning environment.

Model expected behaviour, remember teachers are HEROES to their students.

Heroes are the everyday people-teachers, friends, family-in students' lives who inspire them to excel and to make positive changes in attitudes and lifestyles. Building relationships with students through support, guidance, and encouragement enables them to become more confident in their academic, personal, and social growth. Possible strategies:  

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Model the behaviour you expect and treat students with respect -regardless of a student’s attitude and behaviour, the teacher must model expected behaviour. For example: Be on time to your lessons, produce good quality well-planned lessons, dress smartly, etc. Speak to students positively and avoid negative emotional I.O.U's -sometimes, when appropriate a student needs a good telling off, however, this can result in an emotional I.O.U's which means the student carries their resentment and poor attitude to the next lesson. Always try to reinforce positive behaviour in a student rather than negative. A student will start to behave in the way expected of them; it is much more effective to say, 'That is not the way you usually behave ... ' rather than, 'You are always behaving badly'. When dealing with a behavioural incident give the student a way out, try not to force them into a corner. Be fair and consistent with all your students. Encourage a real SENSE OF ACCOMPLISHMENT in your lessons.

Success should be measured in terms of personal growth and effort, as well as through test and exam results. Taking time to recognize and support students' efforts will result in students who are motivated to persevere through difficult tasks and create a healthy learning environment of hard work and dedication. Possible strategies: Give praise and constructive feedback regularly -these are powerful motivators.

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Assess student work regularly -students enjoy knowing where they stand and what they have to do to move forward. Use examples of students work in front of the whole class. Give students realistic and achievable goals whenever possible. Recognise effort and hard work. Model your expectations. Provide additional support for students who need it. Expect high levels of productivity and quality from your students.

Put FUN & EXCITEMENT into your lessons.

When students are inspired to learn they are actively engaged and emotionally involved in their school work. Students who exhibit Fun & Excitement are self-confident, curious, and prepared; they are willing to meet the challenges of the day. Teachers need to provide students with new opportunities and meaningful challenges that are connected with their individual interests. Fun and excitement is all about challenge and opportunity. Possible strategies:       

Plan and prepare well -if students are actively engaged in the learning process then there is little chance of poor behaviour in the classroom. Students respond better to confident, knowledgeable teachers who prepare good, engaging lessons, with clear objectives and who give regular, positive and constructive feedback. Make lessons relevant to your students' lives. Be passionate about what you teach. If a lesson does not go well and students are not engaged, take time to explore the reasons. Get student feedback. Vary lesson delivery. Make the best use of your classroom -classroom layout, student seating plan, relevant displays, easy availability of resources, can all have a significant impact on student engagement and classroom behaviour.

5. Develop CURIOSITY & CREATIVITY in your students. Curiosity triggers students to ask "Why?" while creativity gives them the initiative to ask "Why Not?"

Possible strategies:       

Create situations where students are challenged by their learning. Encourage students to ask questions. Be aware of students' individual learning styles. Provide students with the tools and skills for effective independent learning. Share your own curiosity for your subject with your students. Discover student interests and relate your teaching to them. Make learning relevant.

Encourage a SPIRIT OF ADVENTURE in the learning process.

Students experience the Spirit of Adventure when they tackle something new without the fear of failure or success. Possible strategies:       

Teach goal setting skills to students. Create tasks and activities in your lessons that provide students with new experiences. Stretch students outside their 'comfort zones'. Support students when they succeed or fail. Teach students to be reflective about their failures and successes. Create a safe, positive atmosphere for students to take risks with their learning. Ensure that all your students are challenged in your lessons.

Create opportunities for LEADERSHIP & RESPONSIBILITY.

Students should be encouraged to express their ideas and learn to accept consequences for their actions. Teachers need to model expectations and provide guidance for their students. Possible strategies:

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Encourage students to develop their own views and ideas whilst developing an empathy with others views and opinions. Believe in the potential of all the students you teach. Act confident and assertive -you are in control of the class. Students respect good teachers who set clear guidelines and are confident in their actions. Be firm, fair and consistent, you are the leader of your class with responsibility for your students' successes -make your classroom expectations clear. Should any student test your expectations, make clear the consequences, perhaps give a warning, but if necessary follow through on the sanction. Keep reprimands specific to the misdemeanour -criticise the action not the character of the student. Remember that a gesture or firm stare, as opposed to a verbal rebuke, is often enough to influence a misbehaving student and so avoiding a possible confrontation. Pre-empt difficult situations -Think out some possible strategies to utilise with particular behavioural situations. This will enable you to deal with situations calmly. Ensure students take responsibility for their own learning and for the work they produce.

Give students the CONFIDENCE TO TAKE ACTION.

Confidence to Take Action is the extent to which students believe in themselves. It encourages them to dream about their future while being motivated to set goals in the present. Possible Strategies:       

Students need to feel secure in their learning environment, so it is vital for all staff to follow the school behaviour procedures -read the school Behaviour Policy and talk any issues through with your HOF. Remember to use sanctions and rewards but if you cannot manage a situation yourself, depending on the situation, make full use of the procedures to either call your HOF or Progress leader. Encourage your students to achieve all they can achieve through the development of the other 7 conditions in your teaching. Encourage your students to believe in t heir own capabilities. Use praise when students perform well. In your classroom, provide students with the learning and behaviour structures to enable them to succeed.

Rules are very clear and there are high expectations

Rules need to be clearly displayed around the school and in student planners so that there can be no dispute about what they are. All staff should expect and model high expectations in all aspects of school life. d.

Sanctions and rewards are clear and consistently applied

All staff need to understand the sanctions and rewards systems at the school so that they can fully support the systems. Staff must not make up their own versions of rules and sanctions. e.

Effective support systems are in place for students with particular behavioural needs

Effective recording of student negative and positive events is essential in order to maintain good behaviour. School management information systems should be used to record these incidents as and when they happen. Good practice is then to develop an administration system to provide relevant senior staff with daily records of incidents so that student behaviour can be effectively monitored (see example below). A whole range of support at different levels from mentoring to an alternative provision should be in place to help prevent a repeat of or pre-empt poor behaviour. f.

All staff challenge poor behaviour and follow School procedures

When every member of staff takes responsibility to support the rules and expectations of the school behaviour is inevitably outstanding. Students know exactly where they stand and what is expected and staff do not feel isolated and alone in dealing with behaviour. Managing behaviour is part of the role of everyone who works in a school -it is a shared responsibility. g.

All leaders take responsibility for their areas and maintain standards

All leaders in a school have a responsibility to ensure that teaching and learning is highly effective in their area. The new Ofsted framework expects leaders at all levels to meet the following measures in order to be classed as outstanding in leadership and management: Impact of Outcomes: Successful improvement over a sustained period/or, sustained high level of performance. Impact on Teaching and Learning: 'Relentless' focus by key leaders on improving teaching and learning so teaching is at least consistently good. Self-evaluation: Deep and accurate understanding of staff and students' skills and attributes. 13

Expectations and Ambition: Unlimited vision and the pursuit of excellence in all of the school's activities are underpinned by an uncompromising and highly successful drive to improve outcomes for all students. All leaders and managers lead by example. Governance and Capacity: The school community, including the governing body, makes a very strong team and places the needs of all students at the forefront of its work. Safeguarding: Meets statutory requirements. Also, in relation to behaviour, outstanding practice is measured by: Behaviour, attitudes and engagement in lessons: Students are clear that they come to school to learn and to support the learning of others. They are consistently very well behaved over time and show high levels of engagement, collaboration and cooperation in and out of lessons. They have very good attitudes to learning, and are highly adept at managing their own behaviour in the classroom and in social situations. Behaviour around school: Students are extremely calm and orderly when moving around the school. Students' response to the school's behaviour strategies: Individual students and groups of students, including those with identified behavioural difficulties, respond extremely positively to the school's strategies to improve behaviour. Safety and mutual support: Students are highly supportive of one another and feel very safe at school at all times. They have a very clear understanding about what constitutes unsafe situations. They maintain a well-tuned perspective on their own safety and that of others. Bullying: Instances of bullying are extremely rare. Students understand different forms of bullying and are instrumental in preventing its occurrence. The school has a proactive approach to identifying bullying and this prevents it from happening. Attendance and punctuality: Parents, carers and students understand that attendance and punctuality are important. It is likely that attendance will be above average for all groups of students or will show sustained and convincing improvement over time. To achieve these standards middle leaders need to not only monitor and take responsibility for behaviour not only inside the classrooms in their area but also around their subject area. h.

Senior staff are continually high profile around the school

Senior staff need to model expected behaviour, be fully aware of the quality of what is happening around the school and be seen to support teachers and other staff in maintaining high expectations and appropriate behaviour. This is most effectively done by being constantly seen around the school site. Teachers feel very supported by senior staff who are consistently around the corridors, popping into lessons and being available for a quick conversation. Students also feel safer and better supported by high-profile senior staff. There are a number of actions a senior team should take to maintain very good behaviour:       

When on duty, walk the corridors and look into or pop into lessons. Never walk past poor behaviour or an incident that needs dealing with (sensitively deal with in-class incidents in order to preserve the teachers' credibility). Always be around at lesson changeover, even when teaching stand in the corridor and greet your students. At break and lunchtimes be around the site and build up a relationship with students, particularly those who need most attention. Ensure that schools systems for dealing with behavioural incidents include all of the senior team. By having to deal with incidents and follow the systems, any problems with the systems can be identified, the load is spread across the SLT and the support for staff is greater. Use a radio/walkie talkie system in the school to ensure immediate action can be taken to deal with behavioural incidents. Develop a timetable to ensure that at least one member of SLT and one middle manager are on duty at each period and break/lunchtime.

There exists a climate of mutual respect

Respect can be developed in a number of ways although it must be modelled by staff if students are to respond. Simple things such as the way students are spoken to and the nature of support provided to students are very important in building up a climate of mutual respect. j.

All issues and incidents are dealt with fairly and quickly

Clear systems and procedures with fairly applied sanctions are essential element of any behaviour management system. Every incident needs to be investigated and records kept responding to parents, students and providing evidence to support any sanction. The more efficient the system the better. k. Blockages/failures in the systems are dealt with effectively and everything is continually monitored, always looking to make improvements All systems require constant review and modification. If something is not working, the source of the problem needs to be identified and a solution found. Schools are constantly evolving and so they need to evolve their systems and procedures accordingly. Never be afraid to change.

2. Expectations and Rules The school rules are there to maintain order, structure and discipline so that teachers can teach and students can learn. Students expect to see rules applied fairly, so this needs all staff to apply the school rules consistently. School expectations are very high. Students are expected to work hard, behave well, and dress smartly in the correct uniform and to treat others with respect. Rules should be simple, have a clear purpose and be fairly applied. a.

Basic Classroom Expectations for ALL Students:

Arrive on time and enter the room quietly and in full and correct uniform.

Bring your book, planner and equipment for each lesson.

Listen to and follow your teachers' instructions at all times.

Raise your hand and wait if you wish to speak.

Complete all classwork and homework to the best of your ability.

Student Code of Conduct:      

Students should treat each other and all members of staff with respect. Students should walk around the buildings keeping to the left on corridors and enter classrooms in a quiet and sensible manner. Students should not eat, chew or drink anything other than water anywhere inside the building, with the exception of the canteen. Students should not fight or use physical violence. Students attend regularly and punctual at all times. Students should not misuse the school computer network system and respect school property. 17

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Students are allowed to bring into the school mobile phones or mp3 players but can only be used as an aid to learning. Students should wear the uniform correctly and with pride from the moment they leave home until the moment they return home. Students should behave correctly outside of the school when in uniform. They should never bring the school into disrepute. Students should develop the highest of aspirations. Students should work to the best of their ability at all times. School rules concerning drugs (for the full School Drugs Policy see Appendix):

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Students are not allowed to possess or use illegal drugs, alcohol, tobacco or harmful solvents on the school premises, or at any time on a journey to and from the school, or on trips. Students who need to take medication which has been prescribed by a doctor or which has been bought over the counter for the treatment of a specific condition must be kept at Student Support Services or the main school office.

d. Home -School Agreement (for the full agreement see Appendix):

Neville Lovett Home/School Agreement We aim to be: A highly effective school

Students have the responsibility to:  Arrive punctually at school and lessons to use all learning time effectively  Abide by school dress code and have correct equipment for each lesson  Complete all homework tasks effectively and to the deadline set  Work well as an individual and in groups, to enable rapid and sustained progress

Parent/Carer(s) have the responsibility to:  Ensure students arrive at school on time and attend school daily, to make full use of learning time  Make sure students abide by school dress code at all times  Check homework is being completed and confirm this by signing their Student Planner each week  Not take holidays during term time

Staff have the responsibility to:  Engage and develop students  Report to parents/carers on the progress of their children  Set homework regularly  Set challenging targets to ensure rapid and sustained progress.

A school that develops a moral and social responsibility

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Work and play fairly, to make our school a secure environment, without fear or prejudice Follow school rules, systems and procedures for behaviour Respect and take pride in our environment and surroundings Take a full and active part in school life including extra-curricular activities

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Support school rules, procedures and systems for behaviour and discipline Encourage students to use school mediation to resolve difficulties in a responsible way Be genuine partners in their child’s learning opportunities and experiences Ensure their child takes full and active part in the school’s extra-curricular activities

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Respect all individuals at our school, and in our community

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Support the schools aims, in valuing all members of the community

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A school at the heart of the community

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Be fair, consistent and clear Support students in resolving difficulties in a responsible and appropriate way Provide a safe and positive environment in which to learn Support and value parents/carers views Notify families quickly of any circumstances that may affect their child

Deliver all of the 3Rs (respect, responsibility and resilience).

Student Name

Parent/Carer Name

Tutor Name

Signature

Date

Uniform

The uniform rules should be strictly adhered to by all staff. To make this effective the uniform should be smart, simple and very clearly explained to staff, students and parents. BOYS UNIFORM Students are expected to wear the full school uniform and to be clean and tidy at all times. Garments should be of an appropriate size.    

Plain white shirt and school tie (Tie can be purchased from the school office). Black uniform "V" necked sweatshirt with the school logo (Can be purchased from Skoolkit, Fareham) Black trousers – not cord or denim Grey, black or white socks – sports socks will be permitted as long as they only have bands of colour at the top

Plain black leather shoes, no external logo. No trainers, plimsolls or canvass shoes. PE KIT      

The new school PE kit introduced September 2012 is available to purchase from the school. Other year groups may continue to wear: Black rugby shirt * Black shorts * Black football socks * Optional – a plain black or navy tracksuit Trainers and boots 20

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Plain white short sleeved polo shirt

Items * may be purchased from Skoolkit, Fareham. The wearing of personally deigned mouthguards is recommended as a valuable means of protection when taking part in rugby or hockey activities. Please note no other items of sportswear may be worn.

OUTDOOR COATS Outdoor coats are worn throughout the day as students move between teaching blocks. It is essential therefore that the style of coat worn by a student is in keeping with our formal school uniform. Outdoor garments must therefore:    

be a recognisable coat rather than an alternative casual garment such as a training top, hooded sweat top, a sweater or denim jacket. We would expect such a coat to have a zip or set of buttons for the full length of the coat be of one predominant colour have only a discrete manufacturer's name or logo have no pictures/decorations/graphics on the back or front eg names of football teams, bands, pressure groups

To avoid arguments student must accept the school's judgment on whether a coat is suitable for wearing around the school site. HATS AND SCARVES In extremely cold weather a plain black knitted hat may be worn. No other hat including "baseball" style caps may be worn. "Football Scarves" must not be worn at any time. TRAINERS Trainers may only be worn at school during PE or Drama Lessons.

N.B. As it is contrary to Health and Safety Regulations for students engaged in practical work in any workshop whilst wearing trainers any students who attends a craft lesson in trainers will not be permitted to take part in any practical aspect of that lesson.

HAIR Styles should not be extreme in fashion. Natural and un-dyed hair only. Shaved heads are not acceptable. Students can be sent home if they come to school with a haircut close to their scalp.

JEWELLERY In general we believe that the wearing of jewellery is not in keeping with a formal school uniform. Items of jewellery can be a safety hazard and security is difficult in the school environment.

For these reasons students may only wear:   

A watch A single chain round the neck (with religious symbol hidden from view) Single ear studs and no other piercings.

Please note that no other jewellery will be allowed. If a student has a pierced eyebrow, pierced nose or other piercing, there is no question of a stud or other item being worn in school at any time. No tattoos are allowed.

GIRLS UNIFORM

Students are expected to wear the full school uniform and to be clean and tidy at all times. Garments should be of an appropriate size.      

Plain white shirt and school tie (Ties may be purchased from the school office). Black uniform "V" necked sweatshirt with the school logo (available from Skoolkit, Fareham). No skirts Grey, black or white socks –ankle socks Plain black leather shoes –no external logo. No stilettos, no boots, trainers, open toed shoes, or dolly shoes. Girls must wear tailored black trousers

PE KIT The new school PE kit introduced September 2012 is available to purchase from the school. Other year groups may continue to wear:     

Black shadow stripe shorts Plain white T shirt or plain white short sleeved polo shirt White socks Trainers Optional – a plain black or navy tracksuit

Items * may be purchased from school. All Items can be purchased from Skoolkit in Fareham. The wearing of personally deigned mouthguards is recommended as a valuable means of protection when taking part in rugby or hockey activities. Please note no other items of sportswear may be worn.

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To avoid arguments student must accept the school's judgment on whether a coat is suitable for wearing around the school site

HATS AND SCARVES In extremely cold weather a plain black knitted hat may be worn. No other hat including "baseball" style caps may be worn. "Football Scarves" must not be worn at any time.

TRAINERS Trainers may only be worn at school during PE or Drama Lessons. N.B. As it is contrary to Health and Safety Regulations for students engaged in practical work in any workshop whilst wearing trainers any students who attends a craft lesson in trainers will not be permitted to take part in any practical aspect of that lesson. HAIR Styles should not be extreme in fashion. Natural and un-dyed hair only. Shaved heads are not acceptable. Students can be sent home if they come to school with a haircut close to their scalp. MAKE-UP Year 11 girls are permitted to wear discreet make up. Girls in all other years will be asked to remove it. Clear or natural coloured nail varnish may be worn by Year 10 and 11 girls.

watch A single chain round the neck with religious symbol hidden from view Single ear studs and no other piercings.

PE Kit for Year 7 and 8 will be: This uniform is only available to order via the school. No other PE kit is permitted. Boys Blue Polo Shirt (with logo) Blue reversible Rugby Top Blue Shorts Blue Socks

Girls 25

Blue Polo Shirt (with logo) Blue Fleece (with logo) Blue Shorts Blue Socks

3. Rewards Student Rewards Policy (Non-Statutory School Policy) AIM Our central aim is to develop an effective rewards system for encouraging, managing and sustaining good behaviour, independent learning and positive achievement in all aspects of the school life, i.e. both inside and outside the classroom. PRINCIPLES AND VALUES Our rewards system which is aimed at promoting good behaviour as well as inspiring and motivating students to learn. By adopting this rewards system, we aim to reflect the principles outlined in The Elton Report (1989) which recommended that schools establish: "a clear code of conduct .... a balanced combination of rewards and punishments within a positive community atmosphere." The relationship between individual achievement and a positive, well disciplined atmosphere is obvious. The belief is that a strong focus on positive aspects of work and behaviour will soon reduce any negative aspects the student may demonstrate. The system is also a part of a thorough system of recording achievement that encourages students to reflect upon their own progress. The aim is to create a climate of mutual respect. Self discipline, self esteem, honesty, fairness and a sense of responsibility are encouraged within this system. The system is based on the premise that all forms of student achievement should be recognised and rewarded in a consistent manner wherever it occurs in路 the school. POLICY IN PRACTICE

Positive Merit Points Code VERB SBCM PHCM SOTW HDCM

Name 01 Verbal Praise 02 Subject Commend Progress Commend 07 Student O T Week 03 Head Commend

Description 01 Verbal Praise 02 Subject Commendation Progress Commend 07 Student Of The Week 03 Headteacher Commendation

Status Positive Positive Positive Positive Positive

Merit 1 2 3 4 5

Description 14 Fixed Term Exclusion 13 HoY Exclusion 15 Internal Exclusion 11 SLT Report 09 HoD Report 10 HoF Report 19 HoY Report 08 Tutor Report Detention 03 Email home (N) 05 Letter home (N) 12 Meeting with parents 04 Phone home (N) 02 Teacher Detention 18 Text Message 01 Verbal Reprimand

Status Negative Negative Negative Negative Negative Negative Negative Negative Negative Negative Negative Negative Negative Negative Negative Negative

Merit -10 -10 -5 -5 -3 -3 -3 -3 -1 -1 -1 -1 -1 -1 -1 -1

Negative Merit Points Code FIXX HOYX INTX SLTR HODR HOFR HOYR TUTR DET EMAN LETN MEET PHON TDET TEXT VRBL

Name 14 Fixed Term Excl 13 HoY Exclusion 15 Internal Exclsion 11 SLT Report 09 HoD Report 10 HoF Report 19 HoY Report 08 Tutor Report Detention 03 Email home (N) 05 Letter home (N) 12 Meet parents 04 Phone home (N) 02 Teacher Detention 18 Text Message 01 Verbal Reprimand

One merit is the equivalent to 10p. Therefore 50 merits=ÂŁ5. Progress leaders are the only staff authorised to award merits. They will have approximately 100 merits. Student will be able to bank their merits or spend them on prizes that are selected by the AHT. Additional: staff are also encouraged to reinforce praise and rewards by sending letters home and speaking to parents via phone calls. This also applies when students misbehave and sanctions have been issued. It can be very effective, especially early on, for students to know that their teacher is ready to discuss his/her progress and behaviour with parents. Student success should be promoted and highlighted at every opportunity. Ideas such as 'Student of the Week', 'Sportsman and sportswoman of the week', success stories on the website and in newsletters, should be promoted. REWARDS, CERTIFICATES AND OTHER AWARDS -ANNUAL These certificates and rewards recognise achievement across the whole school in relevant areas. These awards are awarded annually in the year group assemblies at the end of the Academic year. Progress Leader Attendance Trophy This is awarded to the tutor group who achieved the highest attendance figures over one academic year. They are issued by Progress Leaders and presented in the year group Assemblies. The Headteachers Trophy This is awarded to the student who has made all round effort and progress throughout the year. This is issued by the headteacher. Progress Leader Punctuality Trophy This is awarded to the tutor group who achieved the best punctuality figure over one academic year. They are issued by Progress Leaders and presented in the year group Assemblies. Annual Merit Trophy This is presented to the tutor group who has recorded the highest merit points for the year. This is presented in the End of Year Assembly.

4. Attendance Neville Lovett Community School is committed to providing a full and efficient education to all students and embraces the concept of equal opportunities for all. We will endeavour to provide an environment where all students feel valued and welcome. For a child to reach their full educational achievement a high level of school attendance is essential. We will consistently work towards a goal of 100% attendance for all children. Every opportunity will be used to convey to students and their parents or carers the importance of regular and punctual attendance. School attendance is subject to various Education laws and this school attendance policy is written to reflect these laws and the guidance produced by the Department for Education and Skills. Each year the school will examine its attendance figures and set attendance/absence targets. The school will review its systems for improving attendance at regular intervals to ensure that it is achieving its set goals. This policy will contain within it the procedures that the school will use to meet its attendance targets. School procedures Any child who is absent from school at the morning or afternoon registration period must have their absence recorded as being authorised, unauthorised or as an approved educational activity (attendance out of school). Only the Headteacher or a member of staff acting on their behalf can authorise absence. If there is no known reason for the absence at registration, then the absence must be recorded in the first instance as unauthorised. Providing parental contact with school is made via, telephone, letter or email and staff/headteacher feels absence is acceptable attendance code will be changed to authorised. Followed up by first day phone call from Attendance Officer.

Lateness 30

Morning registration will take place at the start of school at 8.40 am. The registers will remain open for 10 minutes. Any student arriving after this time will be marked as having an unauthorised absence unless there is an acceptable explanation. The afternoon registration will be at

1.30pm

The registers will close at

1.35 pm

Students arriving after the start of school but before the end of the registration period will be treated for statistical purposes, as present, but will be coded as late before registers close. Procedure for lates: 1. 2. 3. 4.

15 minute tutor detention at the end of the day 30 minute tutor detention at the end of the day 1 hour progress leader detention if not number 2. 1 hour SLT if not number 3.

2 x lates in 1 week = 1 hour detention on Friday with tutor. Parents will be notified of detentions by text message. First Day Absence Parents should contact the school by telephone or email by 08:40. The school will contact parents by text message if unauthorised has been recorded. Information for registers is processed by Attendance Officer, progress leader and Tutor. Third Day Absence Attendance remains unauthorised â&#x20AC;&#x201C; telephone call home.

Standard unauthorised letter sent if no contact from home. Continuing absence Further letter sent. Frequent Absence It is the responsibility of the Attendance Officer to be aware of and bring attention to, any emerging attendance concerns. In cases where a student begins to develop a pattern of absences, the school will try to resolve the problem with the parent/s. If this is unsuccessful the school will refer to the School Health Adviser if the problem appears to be a medical one. In other cases the school will seek advice from the Education Welfare Service. EWO will have this information from progress leader if under 85%. The EWO and progress leader may choose to carry out an announced or unannounced home visit. A Welcome Back It is important that on return from an absence that all students are made to feel welcome. This should include ensuring that the student is helped to catch up on missed work and brought up to date on any information that has been passed to the other students. Long term absence for either medical or unauthorised require homework or advice pack from VLE. Absence notes Notes from parents explaining absences should be kept for the remainder of the academic year. If there are attendance concerns about the student, that may require further investigation, then the notes may need to be retained for a longer period. Encourage parents to write letter/notes on paper rather than student planners so more can be filled by Progress Leader.

Holidays in term Time No holiday will be authorised during term time. Parents will be reminded of the effect that absence can have on a studentâ&#x20AC;&#x2122;s potential achievement. 32

If holiday taken during term time and is greater than 10 days in a half term then the school has the right to issue a fixed penalty warning. Rewards The school will use the following system to reward students who have good or improving attendance -

100% attendance certificate signed by the Headteacher 100% attendance letter home Headteacher/Progress Leader. Reward points

Attendance Targets The school will set attendance targets each year. A system for analysing performance towards the targets will be established and a senior school manager will be responsible for overseeing this work. The registration system: the following national codes will be used to record attendance information.

CODE

DESCRIPTION

MEANING

Present (AM)

Present

Present (PM)

Present

Educated off site (NOT Dual registration)

Approved Education Activity

Other Authorised Circumstances (not covered by another appropriate code/description)

Authorised absence

Dual registration (i.e. student attending

Approved Education Activity

other establishment) E

Excluded (no alternative provision made)

Authorised absence

Extended family holiday (agreed)

Authorised absence)

Family holiday (NOT agreed or days in excess of agreement)

Unauthorised absence

Family holiday (agreed)

Authorised absence

Illness (NOT medical or dental etc. appointments)

Authorised absence

Interview

Approved Education Activity

Late (before registers closed)

Present

Medical/Dental appointments

Authorised absence

No reason yet provided for absence

Unauthorised absence

Unauthorised absence (not covered by any other description)

Unauthorised absence

Approved sporting activity

Approved Education Activity

Religious observance

Authorised absence

Study leave

Authorised absence

Traveller absence

Authorised absence

Late (after registers closed)

Unauthorised absence

Educational visit or trip

Approved Education Activity

Work experience

Approved Education Activity

Untimetabled sessions for non-compulsory school-age students

Not counted in possible attendances

Enforced closure

Not counted in possible attendances.

Student not yet on roll

Not counted in possible attendances

School closed to students

Not counted in possible attendances

Appendices 1. The Law The Education Act 1996 Part 1, Section 7 states: The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable â&#x20AC;&#x201C; [a]

To his age, ability and aptitude and

[b]

To any special needs he may have. Either by regular attendance at school or otherwise.

For education purposes the term parent is used to include those that have parental responsibility and/or those that have the day to day care of the child. The legislation that appertains to children who are of compulsory school age and are registered at school is contained within this Act. 35

Part V1 Section 444 contains the details of when an offence is committee if a child fails to attend school. Register and Admission Roll keeping. The legal requirements are found in: The Education [Student Registration] (England) Regulations 2006

Categorisation of Absence

Any student who is on roll but not present in the school must be recorded within one of these categories.

1. Unauthorised Absence 2. Authorised Absence 3. Approved Educational Activity.

1. Unauthorised absence This is for those students where no reason has been provided, or whose absence is deemed to be without valid reason.

2. Authorised absence This is for those students who are away from school for a reason that is deemed to be valid under the Education Act 1996.

3. Approved Educational Activity

This covers types of supervised educational activity undertaken off site but with the approval of the school. Note Students recorded in this category are deemed to be present for attendance returns purposes. This would include:     

Work experience placements Field trips and educational visits Sporting activities Link courses or approved education off site Most types of dual registration

Medical Appointments Every effort must be made by parents to arrange medical appointments outside of school hours and the parents must provide a note from the medical organisation to cover the appointment. Only in exceptional circumstances, can whole days be authorised for medical appointments. The student is expected to attend the school where possible, either side of the appointment in order to minimise absence from lessons. For students who have returned to the school after a prolonged absence, they may be put on a support programme. This is intended to ensure a positive reintegration of the student into the school to support them while catching up on academic studies in subject areas. It is instigated by Data Management when a student returns after approximately one week of the absence and consists of a schedule of meetings between Tutor and students and agreed targets. This information is logged and placed on the student's file at the end of the programme. Significant improvements and high levels of attendance should be reinforced by Progress Leaders. It is essential that a subject register is taken electronically every lesson, and should be taken at the start of the lesson. This will ensure that the school is able to monitor and reduce truancy from lessons.

Sanction Systems

Internal Exclusion: 37

The re-admission meeting will be arranged with the parent(s) by the Progress Leader and in some circumstances a member of SLT and will normally be before the start of the school day on the first day following the internal exclusion. 

    

The exclusion letter will also contain a target setting sheet which must be completed by the student in discussion with their parent(s) before the Readmission meeting. The targets should be related to how the student considers they need to behave in order to be re-admitted to the school. At the Re-admission meeting the parents will attend with the student and meet with the Progress Leader. At this meeting the student will explain the targets they have set themselves to meet and to explain what further support they believe they might need in order to avoid further internal exclusions. If the targets suggested by the student are unacceptable to the school or if the student refuses to present their targets the student may be either given an additional period of internal exclusion in order to consider suitable targets or be externally excluded for a short period. The student will be presented with one more opportunity to present realistic targets in an appropriate manner. (*The student will not be re-admitted back into the school until the Re-admission Meeting has taken place and targets for re-integration have been agreed.) If the targets are acceptable, the Progress Leader will ensure the targets are written on a copy of the school Support Plan (see Appendix) and that the student and parents sign prior to re-admission. A copy will be returned to the parent(s) as a record of the signed agreement. A student cannot be re-admitted back into the school until the re-admission meeting has taken place with both the student and the parent/carer. If a parent is unable to make the re-admission meeting at the start of the school day the student involved will remain in the inclusion unit. If a student has a second internal exclusion, it is followed by a second Re-admission Interview, this time with a Progress Leader and member of SLT, which will entail a parent(s) and the student being requested to sign a further copy of the original School Support Plan prior to Re-admission. A copy will be returned to the parent(s) as a record of the signed agreement. If a student has a third temporary internal exclusion, it is followed by a third Re-admission Interview, this time with the Headteacher, which will entail parents and the student being requested once again to sign a copy of the original School Support Plan prior to Re-admission. A copy will be returned to the parent(s) as a record of the signed agreement. Following a 3rd period of internal exclusion for a student, the next incident may result in a one day external exclusion. (Subsequent incidents will also result in external exclusion). The decision to move to external exclusion will depend on the nature of the behaviour and will rest with the Principal.

Parental Representation: 

Although every incident of poor or inappropriate behaviour is fully investigated by the school and parents fully informed of the reason behind any decision to internally exclude a student, the parent(s) may wish to make written representation to the Chair of Governors.



  

A parent(s) wishing to make representation should do so in writing to the Chair of Governors. The letter informing parent(s) of the internal exclusion will explain the procedure to make representations. There are no statutory time limits which apply to the consideration of such exclusions. The Chair of Governors will respond promptly to any request made by a parent relating to such exclusions, although it has discretion as to whether to call a meeting or not. A record of subsequent action will be recorded and placed on the student file. If a meeting is held, it will be after the period of exclusion has been served. If a meeting is called the governors committee will follow the procedure outlined in Appendix 1 for the meeting. The parent(s) may, if they wish, have someone of their choice to accompany and assist them at the meeting. The meeting is not an appeal and will not cause an interim postponement of the exclusion. The purpose of the meeting is to enable the parent(s) to be satisfied that his/her views have been heard and consideration given as to whether more information should be added to the student's record. The decision of the Headteacher will be final in respect of matters regarding internal exclusions for fixed periods in anyone term of 5 days or less. Following the meeting the Governors cannot overturn the internal exclusion, but can add a note to the student file.

STAGE 5: External Exclusion (Exclusion of Students Policy (Statutory)) Only the Headteacher of the school shall have the discretionary power to exclude permanently any student. In the event of a permanent exclusion, should the Headteacher be absent, an interim fixed period exclusion will be made. In exceptional circumstances, the Headteacher may decide to take this course of action without the student having had any previous temporary exclusions. The decision to exclude a student permanently may be made if: 

There has been persistent defiance of the school behaviour policy and where the school has tried a wide range of strategies to modify this behaviour and to provide support but without success.



If a student has been externally excluded on three separate occasions this may lead to permanent exclusion.



Also, there will be exceptional circumstances where it is appropriate to permanently exclude a student for a one off single incident. These might include:

Serious actual or threatened violence against another student of a member of staff.

Sexual abuse or assault.

Supplying an illegal drug

Cyberbullying causing injury to feeling and/or invasion of privacy.

5. Carrying an offensive weapon (an offensive weapon in the definition of the school is considered to be any item which could cause injury to other people when used in a threatening way) 6.

Carrying a knife of any kind (including a pen knife).

In every case, before making the decision to externally exclude a student, the school will ensure that a thorough investigation has been carried out, including allowing the student to give his/her version of the events, seeking any witness statements and considering any evidence of provocation (racial, sexual or otherwise). In some cases, particularly where there is significant first hand evidence implicating a student, the student may be given a temporary exclusion whilst a full investigation takes place. In cases where there is a potential danger to a student or a member of staff, as a result of a students behaviour, the student identified as being responsible for the incident will be isolated and arrangements made to contact parent(s) whilst a further investigation takes place. No student will be sent off site before the end of the day unless contact has been established with parents/guardians. In the event of contact not being made, the student must remain on site, withdrawn from class until the end of the normal school day. On the day prior to the external exclusion the Progress Leader will: â&#x20AC;˘ Provide the Headteacher with a copy of the exclusion letter, outlining the offence, the length of external exclusion and a record of previous misdemeanours. The exclusion letter will also contain a target setting sheet which must be completed by the student in discussion with their parent(s) before the Formal Exclusion Intervention Meeting. The targets should be related to how the student considers they need to behave in order to be readmitted to the school. At the Formal Exclusion Intervention Meeting the parents will attend with the student and meet with the Headteacher, Deputy Headteacher/Assistant Headteacher and Progress Leader as well as a Governor if one is readily available. At this meeting the student will explain the targets they have set themselves to meet and to explain what further support they believe they might need in order to avoid further exclusions. If the targets suggested by the student are unacceptable to the school or if the student refuses to present their targets the student will be sent home to reconsider and then be presented with one more opportunity to present realistic targets in an appropriate manner. ('The student will not be re-admitted back into the school until the Formal Exclusion Intervention Meeting has taken place and targets for re-integration have been agreed.) Unless already sent home, the student will be told to attend the Headteachers office at the end of the day to receive the external exclusion letter.

e The administrator will send a copy of the letter home by first class post and a member of SLT/ Progress Leader will contact the parent(s) of the student to be externally excluded at the end of the day. Several attempts will be made to contact the parent(s) before a message is left on the answerphone.  

The external exclusion will be noted on the student's file, along with the exclusion letter and the evidence collected. For all fixed period exclusions and permanent exclusions (until the decision of a Governors has been communicated to parent(s)), work will be set and marked by the school in all cases. The responsibility for this rests with the student's Progress Leader.

Re-admittance following a fixed period external exclusion:   

  

After the first fixed period external exclusion, a student will normally be re-admitted by the Headteacher/SLT and Progress Leader, at a Formal Exclusion Intervention Meeting with parent(s) in which the Terms & Conditions for Re-admission are carefully explained to both the student and the parent(s). The Formal Exclusion Intervention Meeting will be arranged with the parent(s) by the administrator and will normally be before the start of the school day on the first day following the external exclusion. At this meeting the student will present the three targets, that they have discussed with their parent(s), that they intend to meet in order to avoid being excluded again and to comply with the school expectations. If the panel of Headteacher/SLT, Progress Leader and possibly a Governor, agree with the targets the student will be re-admitted to the school. If the student has not thought up suitable targets and is not willing or able to present their suggested targets to the panel, the student will not be re-admitted. Instead they will be sent home and given one more opportunity to present suitable targets. Failure to do so will show that the student is not serious about wishing to comply with schools expectations and rules and as a result may well be excluded for a longer period of time or even on a permanent basis. A student cannot be re-admitted back into the school until the Formal Exclusion Intervention Meeting has successfully taken place with both the student and the parent, and with the student developed targets agreed by all present. If a parent is unable to make the re-admission meeting at the start of the school day the student involved will not be allowed back into the school until the re-admission meeting has taken place. If a student has a second fixed period external exclusion, it is followed by a second Formal Exclusion Intervention Meeting, again following this procedure. If a student has a third fixed period external exclusion, it is followed by a third Formal Exclusion Intervention Meeting. At this meeting it will be clearly explained to the students and their parent(s)/carer(s) that any further behaviour incidents will in all likelihood lead to permanent exclusion.

Parental Representation: Fixed Period Exclusions of Five Days or Less 41

       

The parent(s) may wish to make written representation to the Chair of the Governors about an exclusion. The letter informing parent(s) of the exclusion will explain the procedure to make representations. A parent(s) wishing to make representation should do so in writing to the Chair of the Governors. There are no statutory time limits which apply to the consideration of such exclusions. The Chair of the Governors will respond promptly to any request made by a parent relating to such exclusions, although it has discretion as to whether to call a meeting or not. A record of subsequent action will be recorded and placed on the student file. If a meeting is held, it will be after the period of exclusion has been served. The parent(s) may, if they wish, have someone of their choice to accompany and assist them at the meeting. The meeting is not an appeal and will not cause an interim postponement of the exclusion. If a meeting is called the Governors will follow the procedure outlined in Appendix 1 for the meeting. The purpose of the meeting is to enable the parent(s) to be satisfied that his/her views have been heard and consideration given as to whether more information should be added to the student's record. The decision of the Governors will be final in respect of matters regarding temporary exclusions for fixed periods in anyone term of 5 days or less. In the event of a meeting being called, Governors cannot overturn the exclusion, but can add a note to the student file.

Fixed Period Exclusions of more than 5 and less than 15 days in anyone term   

For an exclusion of more than five days, the school will arrange suitable full-time educational provision from and including the sixth school day of the exclusion. This must be off-site. Therefore, arrangements are made for students to attend an alternative provision The Chair of the Governors will, in the case of a fixed period exclusion of more than 5 but not more than 15 school days in one term, will consider a meeting between the 6th and the 50th school day after receiving notice of the exclusion, to consider the exclusion, only if the parent requests such a meeting. Parental representation procedures are exactly the same as those outlined above for fixed period exclusions of 5 days or less.

Fixed Period Exclusions of more than 15 Days in Any One Term  

For a fixed period exclusion (or series of temporary exclusions) adding up to more than 15 days in anyone term, the Governors Committee must meet between 6 and 15 days from the date of exclusion -whether the parent(s) requests it or not. Parental representation procedures are exactly the same as those outlined above for fixed period exclusions of 5 days or less.

Permanent Exclusions 42

           

The parent(s) will be informed in writing by the Headteacher of his/her right of appeal against a decision to exclude permanently. The parent(s) will be advised that he/she may, if they wish, have someone of his/her choice to accompany and assist him/her at the appeal meeting. Appeals should be made in writing to the Chair of the Governors via the Clerk to Governors, within 10 school days of notification of the exclusion. For permanent exclusions, the Governors should meet between the 6th and 15th school day after notification by parent(s) of their wish to appeal. A minimum of 3 governors will constitute the committee convened for the purpose of considering appeals, against permanent exclusions. The Chair of Governors may be a member of this committee provided he has not been involved in any prior discussions concerning the student or the incident. There is no restriction on governors who have served on a fixed period exclusion panel serving on any subsequent exclusion panel for the same student. Parent(s) and the school will be invited to present evidence using the procedure in Appendix 1. Governors will make a decision which will be provided via the Clerk to Governors in writing to the parent(s) and posted within 5 school days after the meeting. The decision of the Governors will be final. The LEA will be informed of all permanent exclusions. Permanent exclusion can be set via a single one off incident.

General Points: The Chair of Governors will be informed promptly of all permanent and/or temporary exclusions as appropriate. In cases where the Headteacher has permanently excluded a student for: a. One of the offences outlined earlier in this section, or b. Persistent and defiant misbehaviour, including bullying or repeated possession and/or use of an illegal drug on the school premises and where the basic facts of the case have been clearly established on the balance of probability, the Secretary of State would not normally expect the Governing Body or an independent Appeal Panel to re-instate the student. Missing a public examination.



If an fixed term external exclusion would result in a student missing a public examination, the Headteacher will review this decision. In the event of the Headteacher deciding it is not appropriate for a student to take an examination; this will be referred to the governors committee. The panel should attempt to meet before the examination. If, exceptionally, it is not practical for the panel to meet before the examination is due to be taken, the Chair of the Governors has the discretion to allow the student on site to take the examination.



Penalty notice for excluded students. During the initial period of up to 5 school days of any exclusion, whether fixed term or permanent, the parents of the excluded student must ensure that he or she is not present in a public place during normal school hours without reasonable justification. This requirement applies whether or not the student is in the company of the parents. A failure to comply with this required is an offence.



Fixed Term External Exclusion. Students can be excluded from the school for 1 to 45 days in anyone academic year.



The DFE guidance, published in September 2012, on 'Exclusions', sets out model procedures of good practice, which informs the exclusion procedures at the school.

Behaviour Monitoring Systems, Responsibilities and Procedures

Student behaviour should be a top priority for all staff in a school. The behaviour system should be applied effectively by all staff, however communication is vital to the sustainable success of the system. These are the basic communication requirements of the behaviour system of the school: All Staff Responsibilities:        

Apply the behaviour policy at all times. Every significant student event (negative and positive) should be entered by the member of staff on the Management Information System. Members of staff should record progress leader detentions in student planners. Tutors should remind students of HOF and SLT detentions. To attend to their timetabled duties in the designated areas on-time. (The staff member must arrange cover for duty due to any known absence with a colleague). Subject HOFs/HOF: To attend their timetabled duties effectively and on time. To monitor students on report and on Improvement Plans. To monitor student behaviour, student planners and the tutor programme during tutor time. 44



To monitor electronic records and to identifying and take action on students who regularly fail to do homework, are late, and whose behaviour is inappropriate. SLT:  To attend to their timetabled duties and to support the day to day operation of the school at all times. (See example of SLT On-call Duty Rota in Appendix 5).  Each SLT call out should be recorded on Eportal. MIS Team:  

Parents should be informed of HOF and SLT detentions by letter, Eportal and fax, and of exclusions by letter and telephone. A daily email is sent to all staff detailing exclusion related incidents.

Other Behaviour Monitoring Systems: Some students require constant monitoring in order to help them change their behaviour. This can take several forms:   

Daily reports Regular support provided by specialist units within the school (such as ELSA – Emotional Literacy Support) Regular meetings between the student and their Progress Leader, Head of Faculty and or Student Welfare Officer.

8. The Intervention Process The Intervention Process is designed to support a student to bring their behaviour in line with schools expectations. It is extremely important for several reasons:    

To ensure the individual student learns to behave appropriately to ensure they reach their full academic potential. To ensure the individual student learns to respect the rules of the school community and develops as a thoughtful and respectful citizen. To ensure the effective learning of other students is not disrupted by poor behaviour. To utilise and record the progress of a number of strategies to support a student and to, in some cases, provide the evidence that the school is unable to support a student appropriately and that alternative provision should be sought.

There are different levels of specific and deliberate intervention, outside the regular monitoring undertaken by teachers, tutors and support staff. a.

Tutor intervention

TUTOR REPORT: If a student continues to cause concern with their behaviour the student may be placed on a tutor report. Guidelines for the use of Daily Reports.         

The form tutor or HOF raises concern about a students behaviour. Progress Leaders should be consulted before a student is placed on report. Reports should normally be issued by the tutor or HOF. An e-mail should be sent to staff at the beginning of the report process. This should explain the reason(s) for the report and the overall results of the report process. The member of staff issuing the report must fill in the appropriate details on the report each day. It must be clear why the student is on report. Tutor Reports should be used for short periods of time, e.g. two weeks and relate to specific areas of concern: e.g. homework, concentration, behaviour, effort etc. The form tutor checks the report on a daily basis. The student is responsible for handing the report to subject teachers at the start of each lesson. The student must be aware of why they are on report and what the report process is designed to achieve. Parents need to sign the daily report and must be contacted at the beginning and end of the report process to discuss progress made and the need for any further action.

PROGRESS CHECK:    

Tutors, as part of their day to day role, monitor any student on a tutor report and discuss strategies for improvement. Tutors should call in parents of any student where they have reasons to be concerned, i.e The tutor Report does not seem to be working effectively. The tutor may decide to request that a HOF issues a Progress Check on the student. The HOF will email all subject teachers of the individual student for a brief report on their progress, attitude and behaviour. The parents of the individual student should discuss the behaviour of their child and the details of the progress check with the tutor.

 

The HOF should be informed of such action prior to it taking place and all interviews and/or telephone conversations should be recorded on a meeting with parents/ students/staff aide memoire and placed on the student's file or at least logged on the Management Information System (See Appendix -Dealing with Parents Guidance). If there is still no improvement following the interview with the parents, the case should be referred to the progress leader further action and, if appropriate, to tad of HOF. HOF Intervention

    c.

HOF should call in parents for any student where they have reason to be concerned. HOF are responsible for developing strategies which will ensure that student support is effectively managed by teachers in the classroom. HOF should be consistent when checking the daily incident report for their subject from their team. HOF are responsible for holding Intervention meetings for students that are subject related. The Intervention Programme

The school operates a very specific programme of pastoral support for students who are regularly breaching school rules. This programme is intended to help avoid the student accumulating detentions/exclusions and to support the student in improving aspects of his/her behaviour, work and conduct.

Process:       

The first HOF detention in the academic year: Form tutors log on Eportal. The first Senior Leadership Team detention in the academic year: Form tutors log on Eportal. Second Senior Leadership Team Detention in the academic year: The progress leader will inform parent(s) that their son/daughter will be placed on an Improvement Plan: This Improvement Plan meeting is led by the HOF and involves the tutor, and the student. The HOF and Tutor will agree possible appropriate targets and support in advance of the meeting. The Intervention Meeting is intended to help avoid the student gaining a third Senior Leadership Team Detention and subsequent internal exclusion. The student will be placed on report by the HOF for an initial period of two weeks following the intervention meeting. The HOF will e-mail all staff to inform them. 47

The Monitoring Process.

It is the responsibility of all staff to monitor the student's progress and inform the student's Progress Leader of both positive achievements and any concerns.       

        

The student will report to the HOF each lesson to review progress in that subject. The Form Tutor and HOF will on a weekly basis monitor the student's progress. The student's tutor will contact the student's parent by telephone after two weeks to discuss progress and review targets as necessary. The student will then meet his/her tutor each week for the rest of the term (minimum of six weekly meetings) to discuss and review progress in relation to the targets set. If the student is failing to meet targets or appears likely to receive further HOF or Senior Management Team Detentions, the student's tutor is to contact parent(s). It must be made clear that the student is at risk of being internally excluded from the school if he/she receives a third SLT detention. At the end of six weeks they will be reviewed by form tutor, the HOF and the student. Further action will be taken if progress has not been made. First Internal Exclusion in an academic year: The progress leader will invite parent(s) to a Re-admission Meeting when a student completes their first period of Internal Exclusion. ('The student will remain in the internal exclusion unit until the Re-admission Meeting has taken place and targets for re-integration have been agreed.) Contact with parent(s) will be by letter and will arrange the time, location and inform parent(s) of the students' record of incidents and punishments. This meeting is led by the Progress Leader and involves the tutor, parent(s) and the student. The student will discuss possible re-admission targets with their parents and present these to their Progress Leader at the re-admission meeting following the exclusion. If agreeable to the Progress Leader. This is monitored by the tutor. The student will be placed on report by the subject HOF for an initial period of two weeks following the intervention meeting. The HOF will e-mail all staff to inform them. The monitoring process. It is the responsibility of all staff to monitor the student's progress and inform the student's HOF of both positive achievements and any concerns. The student will report to his/her tutor each day to review progress. The Form Tutor and progress leader will on a weekly basis monitor the student's progress. The student's tutor will contact the student's parent by telephone after two weeks to discuss progress and review targets as necessary. The student will then meet his/her tutor each week for the rest of the term (minimum of six weekly meetings) to discuss and review progress in relation to the targets set.

  

At the end of six weeks this will be reviewed by the progress leader, the tutor and the student. Further action will be taken if progress has not been made. Following each subsequent period of internal exclusion a further re-integration meeting will take place. First External Exclusion in an academic year: The progress leader will invite parents to a Formal Exclusion Intervention Meeting. Contact with parent(s) will be by letter and will arrange the time, location and inform parent(s) of the students' record of incidents and punishments. The letter will contain a target setting sheet which must be completed by the student in discussion with their parent(s) before the Formal Exclusion Intervention Meeting. The targets should be related to how the student considers they need to behave in order to be re-admitted to the school. At the Formal Exclusion Intervention Meeting the parents will attend with the student and meet with the Headteacher, SLT and Progress leader, as well as a Governor if one is readily available. At this meeting the student will explain the targets they have set themselves to meet and to explain what further support they believe they might need in order to avoid further exclusions. If the targets suggested by the student are unacceptable to the school or if the student refuses to present their targets the student will be sent home to reconsider and then be presented with one more opportunity to present realistic targets in an appropriate manner.

The procedure at this meeting is similar to other intervention meetings although it is managed by the Headteacher/SLT/progress leader.

If the student is to be supported the SLT will hold a separate Formal Intervention Meeting with the parent(s) and student to discuss the targets. Immediately following this meeting the SLT member, progress leader and any other relevant professional, will meet with the parent(s) and student to fully explore the external and internal support the school will put in place to support the behavioural development of the student. Guidance for managing Formal Intervention Meetings:      

The meeting should be conducted in a constructive atmosphere with the emphasis on improvement and success rather than previous misdemeanours and sanctions. Do not get drawn into conversations about the rights and wrongs of previous sanctions. Allow the parent(s) and student to make suggestions for how improvements and success might be achieved. If the meeting follows an internal exclusion, refer the parent(s) and student to the completed Internal Exclusion contract and report. Allow the student good time to introduce their suggested targets and ask about possible areas of additional support that might be appropriate. Discuss the proposed targets and confirm agreement of the student and parent(s). (If the targets are unacceptable contact a member of SLT to discuss a possible extension of the internal exclusion). Be clear about where the student currently stands in relation to schools sanctions e.g. are they going to get a HOF Detention for one more late? Will this place them in another SLT Detention? 49

    

Stress that a third SLT Detention will to lead to a fixed term exclusion. Confirm agreement to the targets, explain success criteria and consider what support is needed. Member of staff, parent(s) and student need to sign the document The progress leader/SLT will copy the DOCUMENT and send a copy to parent (s). The student's tutor will e-mail targets to all subject teachers.

Possible targets  Possible Success Criteria Improve punctuality to the school  only 1 late per week  no lates  attend lessons on time  no unjustified lateness to lessons  no lates  Bring basis equipment to all lessons  all equipment checked daily by form tutor  no notes in planner re equipment  Sit where directed by teachers  no negative comments from teachers  on task at least 90% of time  Raise hand and wait when you wish  calling out to be reduced by 80%  no calling out during lessons  complete set tasks in lessons  speak  no detentions for unfinished work  work marked 1 / 2 for effort  Complete homework tasks  no detentions for unfinished homework  homework marked 1 / 2 for effort  Listen to teachers' instructions  positive comments on report 50

       

successful completion of set tasks Avoid "outbursts" in lessons Avoid confrontations with other students Move around the school in a calm way Discuss any problems calmly with a member of staff no reported "outbursts" on report discussion with Form Tutor or HOF to resolve any problems no detentions received

Possible Support to be Offered       

Daily monitoring by Tutor. Peer Mentoring (possibly by year 11 student). SEN Support for work skills or social skills. After School Support Sessions in certain subjects. After School Extra-Curriculum Activities. Lunchtime Monitoring. External Support (in event of particular severe need arranged through the PSP meeting).

d. Student Services Student Services (SS) is a special unit designed to provide additional, specific support for student with particular learning and/or behavioural needs. Students will normally be placed in the SS for a specified lesson or period of time, including lunchtimes and after the school day. A student will only be recommended for the SS after discussion at the full SLT meeting. (Full details of the operation of the SS are included in the Appendix).

APPENDIX 1: Example Behaviour Related Policies and Guidance i. Drugs Awareness and Education Policy ii. Home/School Agreement iii. Cyber Bullying

DRUGS AWARENESS and EDUCATION POLICY (Non-statutory School Policy) There are well-established links between drugs and the quality of life, health, anti-social behaviour and crime. The use of drugs, and the development of associated bad habits, can begin in childhood and it is the aim of this policy to strongly discourage any such usage and bad habits. The use of or passing on of illegal drugs will not be tolerated at NL. Any student breaking the school rules concerning drugs can expect serious sanctions which may include temporary or permanent exclusion. Definition of Drugs: What is a "drug"? Drugs are substances which, when consumed or taken in some way, have the effect of altering the way we feel, think or act. These substances include: illegal drugs such as heroin, cannabis and ecstasy; drugs which can, with certain restrictions, be legally bought and used such as solvents, glues, alcohol and tobacco; medically given or prescribed drugs such as tranquillisers; over-the-counter drugs such as paracetamol. Everyday substances such as tea and coffee are also drugs but are not the concern of this policy. This Policy aims to clarify our understanding of drugs and the implications of their use in the school. This policy includes:

School rules concerning drugs Drug education in the school. To whom the policy applies: This policy applies to staff, students, parents and carers, governors and partner agencies working within the school. It also applies to members of the public whilst on school premises and contractors working on the school site. The school site as mentioned in this policy includes all buildings, car parks and playing fields. School rules concerning drugs: ď&#x201A;ˇ ď&#x201A;ˇ

Students are not allowed to possess or use illegal drugs, alcohol, tobacco or harmful solvents on the school premises, or at any time on a journey to and from the school, at any time during and at the end of the school day or on trips. Students may have medication which has been prescribed by a doctor or which has been bought over the counter for the treatment of a specific condition but neither of these can be passed to another student. This medication must by administered through the Student support services (SSS) and should be handed in/collected from the SSS at the start and end of each day.

Staff Conduct:

  

During the school day (including duty periods), outside school hours and on school trips, teaching staff and other adults employed at the school: may not give or administer any drug to a student unless written permission has been given by a parent; may not smoke nor consume alcohol knowingly in the presence of students at any time; should not consume alcohol at any time such that their professional performance or duty of supervision is in any way impaired or that they smell strongly of alcohol. In addition, during the school day (including duty periods), they may not smoke nor consume alcohol anywhere on the school site.

Outside School hours, they:  

may not smoke in any School building; may not consume alcohol, nor smell strongly of it, when they have a duty of student supervision, including at or shortly before evening student events such as prom.

Conduct of Visitors: A visitor who is thought to be intoxicated or "high" Is likely to be asked to leave the school site. Drug Education in the school Aims of this Drug Education in the school The aims of the school's Drugs Education are to:     

give students accurate information about drugs and their effects. promote positive attitudes towards healthy lifestyles and wellbeing. challenge and try to modify attitudes which may lead to harmful behaviour. develop skills enabling students to address and resist pressure to take drugs. encourage good and responsible behaviour by students.

Drug Education Drug education is delivered at Key Stages 3 and 4 in philosophy, ethics and Science. The schemes of work in these subject areas fully reflect the aims of drug education in the school. This education provides information about drugs and addresses the social, legal, moral and health implication of their use. The overall aim is to allow students to develop knowledge, attitudes and skills that assist them to resist drug misuse. The five specific aims of drug education are set out above. 53

Key Issues A range of issues surround drug education. Some of these are as follows: Facts and Myths We should not jump to conclusions about illegal drug use. Surveys and research have shown that in young people:     

there is a wide range of knowledge, attitudes and experiences concerning drugs. in all age groups, the largest single group is that which does not use and never has used an illegal drug. of those who do take illegal drugs, few show outward physical signs of having been harmed by them. the main drugs of choice, as with adults are nicotine (in tobacco) and alcohol. More harm is caused, when young, from the use of alcohol than from any other drug. usage of tobacco and alcohol may be "gateways" into the usage of other drugs. In the whole population of Britain, more harm is caused by tobacco than by all other drugs.

Attitudes to drugs Teachers and parents need to examine their attitudes towards drugs honestly. What is our own drug history, including tobacco and alcohol? What example do we set to our families and colleagues in the workplace? Is there a difference between what we say and what we do? Drugs can be dangerous, particularly to the young. We need to take care over what messages we are deliberately and accidentally passing on. Fear Students are likely to deny they are involved with drugs (if they are) because they are afraid of the consequences. Admitting it could bring a lot of trouble from teachers, parents, the police, the supplier and friends. Parents discovering something going on may be afraid that to inform the school could have serious consequences. It is important that we, parents and teachers, work together in a partnership. Exclusion from the school is one route which may be taken but it is not the only one, nor will Permanent Exclusion necessarily be used as a first step in the case of possession alone. However, if a student supplies drugs to other students it will lead to Permanent Exclusion. The Law

Teachers need to be aware of the law concerning drugs. Any teacher discovering a suspected substance must not remain in possession of it for any significant length of time but should pass it to a senior member of staff. If this is not possible, it should be destroyed or passed to the police. Any further action taken will depend on whether the substance was or was not a drug. No teacher, parent or student should be in possession of an illegal drug. Since September 2011, Headteachers and staff authorised by them have a statutory power to search students or their possessions, without consent, where they suspect the student has certain prohibited items. The items that can be searched for under this power are knives or weapons, alcohol, illegal drugs and stolen items. Confidentiality Drug usage can pose serious risks to the health and safety of students. Teachers will make it clear to students that confidentiality cannot be guaranteed if a discovery or disclosure is made. The school will always inform parents.

Effectiveness The school will provide the most effective drug education it can. Research has shown that frightening students about the serious effects of drugs using shock/horror tactics is the least effective type of drug education. The best methods are those which concentrate on providing accurate information and developing life skills. External experts will be used where possible. The school will make it clear to students that drug misuse and dealing will be punished but that support will be offered to any student experiencing drugrelated problems.

DRUG-RELATED SITUATIONS AND INCIDENTS These can include situations where a student is in possession or suspected to be in possession of a drug, is passing a drug on or selling it or is apparently under the influence of a drug. All incidents of drug-related behaviour or situations will be reported to the Headteacher.

Suspicion

Teachers should be wary about acting on the basis of rumours of drugs within the school. An investigation should be done before any action is taken. It is important to remember that physical and behavioural changes are not necessarily indicators of drug use. Since September 2011, Headteachers and staff authorised by them have a statutory power to search students or their possessions, without consent, where they suspect the student has certain prohibited items. The items that can be searched for under this power are knives or weapons, alcohol, illegal drugs and stolen items. Disclosure This situation is one in which a student discloses drug usage to a member of staff. The teacher should respond positively to the expression of trust in such a disclosure but must ensure that student is aware that confidentiality cannot be guaranteed. The paramount concern must be for the student's welfare. Discovery of Possession/Dealing A student found to be in possession of tobacco or alcohol will have it confiscated and will be dealt with under the school's discipline procedures. If a student is discovered to be using, holding or passing on a substance that is thought to be illegal, in all cases the headteacher will decide on the action to be taken. Typically, the following would happen: 1. The substance would be confiscated and put temporarily in a place of safety. This would normally be a school safe. This should be witnessed by a second member of staff. 2.

The student(s) involved would be questioned closely.

Parent(s) would be informed.

Action would be taken over the substance a. the police can be contacted to determine its nature, or b. the police can be called to remove it, or c. it can be destroyed in the presence of a senior member of staff as a witness.

Whichever of the above is done, the substance cannot be held by the school for more than a very short time. 5.

The headteacher will decide how the school will proceed further.

Police would be informed

Intoxication: It can be difficult to talk to a person who is intoxicated or "high" and in such a situation it is important to keep the student under observation so he/she does not wander off and get into danger. If the student is conscious 1. Sit them down in a safe, quiet area where they can be supervised. 2.

Ensure ventilation is good, opening a window if necessary.

Remain calm and do not shout or issue threats.

Help to calm them down if they are distressed.

A trained member of staff should issue first aid if appropriate.

Call for assistance if necessary.

Telephone parents.

Emergency If this situation arises, a student will have lost consciousness as a result of drug use or will have gone into a coma through overdosing. 1.

Immediately summon assistance from staff with first aid qualifications.

Do not panic or leave the student alone.

Place the student in the recovery position.

Telephone 999 for an ambulance.

Telephone parents.

6. Question the student's friends to determine which substance has been used. Evidence (e.g. tablets, bottles, syringes) should be collected. This may help hospital staff identify what substance has been consumed. Samples of vomited material may also be needed. Care should be taken when collecting such materials. 57

7. Afterwards, allow yourself some time to unwind. You may be in a state of shock and may benefit from the support of other people. Follow-Up In any of the above situations, the school will decide how best to follow things up after the immediate problem has been dealt with. This is likely to be through either helping the student address problems, or a punishment or some combination of the two. Parents' involvement may be requested. Incidents will be recorded on the student's file. (a) Counselling Response The aim of this is to enable a student to discuss personal issues linked to drugs and aid him/ her in coming to responsible decisions about the issue and the way forward. Counselling will always be arranged if a student is found to be in possession of a drug. It is also likely where an approach is made by a student with problems or where a disclosure is made. In the school counselling could be done by staff from student support services where necessary. The counselling response may be in addition to a disciplinary response. (b) Disciplinary Response    

This will be the response if a student is found to be in possession of illegal drugs, is in the act of using them or is supplying them on the school premises or during the school day within the boundaries of space and time set out above. In any case of possession of an illegal drug (first offence), a student is likely to be issued with a fixed-term exclusion. supply of an illegal drug to another person, or second offence of possession, a student is like to be permanently excluded from the school. Support Staff -Holding for/releasing to students medicines on behalf of parents making a written request. Locking away in an office safe any suspected illegal substance. Progress Leaders -Designing and overseeing the implementation of the drugs component of the ethics and philosophy curriculum. Advising SLT on appropriate INSET. Arranging activities and outside speakers where appropriate. Head of Science -Deciding on and overseeing the implementation of the drugs component of the KS3 and KS4 Science curriculum. SLT -Ensuring that a curriculum for drugs education is in place and is delivered. Participating in review of the policy and ensuring the school's discipline procedures covers drug-related incidents. Overseeing the investigation of any such incidents. Participating in review of the policy. Headteacher -Making the final decision on disciplinary response to drug-related incidents and INSET.

Home/School Agreement (Statutory School Policy) As part of the commitment to being an effective School, we have a responsibility to work in partnership with both parents and students. 58

This commitment is clearly manifested in both policy and practice. At the time of writing there are over forty policy statements which are embraced by this school agreement and cover issues such as equal opportunities, student rewards and support, parents evenings, etc. regular communication via the student planner demonstrates all partners' commitment to working in unison. Students will:                 

Complete homework/coursework conscientiously and return it within the deadlines set. Contribute fully to the life and work of the school community and show a willingness to support and participate in all its activities. Play a full part in the growth, development and improvement of the school by striving to improve standards of work and behaviour at all times. Demonstrate the 3Rs (Respect, Responsibility and Resilience). Wear correct uniform and conduct themselves in a sensible and orderly manner. Show respect to adults and treat people as individuals in the manner that they would expect to be treated themselves. Strive to improve attendance and punctuality by maintaining high personal standards. Not take holidays during term time. Respect other people's personal space and their belongings. Demonstrate care towards the upkeep of the environment and exercise common sense and self control in all aspects relating to the health and safety of others. Take a positive stance against litter, graffiti and vandalism. Conform to the protocols for security and access required for the ICT network. Abide by the procedures to ensure sensible use of the Internet. Ensure all work submitted is your own work and includes no form of plagiarism. Give letters and other information from the school to parents and return any reply to the school promptly. Not bring to the school anything which is dangerous, illegal or against School rules, including drugs, knives or any implement which could be used as a weapon. Develop high aspirations.

The school will...   

Offer a broad, balanced and differentiated curriculum for all students. Provide a high quality education designed to allow all students to develop their individual talents to the full. Provide an environment which promotes high quality teaching and learning. This will embrace the need to recruit suitably qualified staff and provide on-going staff training. 59

                   

Review and update resources in line with changing school priorities and curriculum needs. Set work which is challenging, yet suitable for the age and ability of the student. Provide a high standard of teaching, student support and individual guidance. Respect students as individuals. Set homework according to pre-agreed schedules or provide explanation of why homework cannot be set. Return marked homework to students within a reasonable time period. Regularly mark students' work in accordance with the school marking policy. Continue to improve, where possible, the learning environment with respect to information and other technologies, quiet areas, field trips etc. Enforce reasonable disciplinary measures when behaviour warrants it. Provide access for parents to meet with staff given reasonable notice. Provide a means of assessing, recording and reporting student achievement which is comprehensive, yet meaningful and accessible to parents. Provide information to parents, via the diary/planner. Hold at least one parents evening per year for each year group. Give briefings/explanations of changes or developments in the curriculum and assessment arrangements. Provide interim progress checks and feedback in response to specific requests or concerns from parents. Inform parents of any problems or praiseworthy events within reasonable time. Inform or consult parents as appropriate on issues of school policy. Respond positively to parents' concerns and complaints. Promote equal opportunities in all aspects of school life. Promote high aspirations.

As parent/Carer(s) of the student I/we will;        

Support the school in general policy including the maintenance of discipline and ensure that my/our son/daughter abides by the school rules. Ensure uniform is worn correctly at all times. Provide feedback to staff on my/our son's/daughter's completion of homework. Attend the school activities including parents evenings, celebration evenings. Give positive support to my/our son/daughter and provide, where possible. An environment supportive of study at home. Help to motivate my/our son/daughter towards improving academic performance. Promote excellent attendance and punctuality and inform the school of any reason for absence on the first day of that absence. 60

       

Ensure holidays are not taken during term time. Support the completion of homework and coursework and sign the diary/planner every week. Inform the school of any difficulties which may affect my/our son's/daughter's learning whilst at the school. Support my/our son's/daughter's intention to continue in full time education or training up to the age of 18. Give permission for the school to store data on my/our son/daughter. Give permission for the school to use photographs and film footage of my/our son/ daughter in a school context for possible public circulation. Inform the school in writing if it is decided to exercise the right to request withdrawal from sex education or ethics and philosophy lessons. Conform to the protocols for security and access required for the ICT network.

iii.Cyber bullying is not tolerated by the school. Any student not using the ICT equipment correctly and safely will be banned from use and the matter taken to the Headteachers attention. The school will not deal with matters arising from social networking or social network bullying if the social network post was made outside of school. Therefore it is advised to call the police. Social network issues that overspill into school will be dealt with by a member of the SLT/progress leader. Mobile phones are not to be used for social networking, texting, emailing or BBM in school, mobile phones can only be used at the teachers discretion as an aid to learning.