Behaviour Policy including reference to the Anti-Bullying Policy, Safeguarding Policy and Exclusion Policy
Approved by:
Local Governing Committee
Review date:
July 2022
Version No:
3
Approved on:
8th July 2021
Revision approved:
8th July 2021
Originator(s):
LT/DFE Guidance
“When the Pharisees heard that he had silenced the Sadducees, they gathered together, and one of them, a lawyer, asked him a question to test him. “Teacher, which commandment in the law is the greatest?” He said to him, “‘You shall love the Lord your God with all your heart, and with all your soul, and with all your mind.’ This is the greatest and first commandment. And a second is like it: ‘You shall love your neighbour as yourself.’ On these two commandments hang all the law and the prophets.” Matthew 22:38-40 1.
Statements of Principles 1.1
School Mission St Cuthbert’s Catholic High School is a community gathered together by God, to form fine young men of integrity who will live according to the pattern of life given to us by Jesus Christ. We will strive, through dedication to academic excellence and the formation of the whole person, to form young men of competence, conscience, compassion, and commitment, who, educated in faith and for justice, will live their lives in the service of others.
1.2
Aims of this policy The aims of this policy are: (i) (ii) (iii)
to enable the headmaster to carry out his responsibilities of maintaining order and good discipline; to promote and encourage good, positive behaviour; to ensure that, so far as possible, every pupil in the school is able to benefit from and make his full contribution to the life of the school, consistent always with the needs of the school community.
This policy is to be regarded as a guidance document for staff and governors. Any examples of behaviour and sanctions listed are intended to be illustrative and should provide staff with a good indication of what is appropriate. Nevertheless, individual circumstances may always be considered when decisions are made. 1.3
Statutory Duties This statement of principles underlying the behaviour policies and arrangements at St Cuthbert’s Catholic High School has been drawn up by the local governing committee in compliance with Section 61 of the School Standards and Framework Act 1998. Governors, pupils, and the headmaster have been consulted on their views about the behaviour expectations and disciplinary arrangements at the school. Their views are incorporated into this policy. The headmaster has a statutory duty to establish detailed measures on behaviour and discipline which aim to: (i) (ii) (iii) (iv)
promote self-discipline, proper regard for authority and respect for others prevent bullying ensure that pupils complete assigned work regulate the conduct of pupils
In particular, the headmaster has a responsibility to enforce measures which prevent all forms of bullying and harassment. 1.4
Principles
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In a Catholic school, academic and extra-curricular activities take place in a moral context. The attitudes and values of the school are those of Christ's radical command to love one another as I have loved you (Jn 13:34), where this love means putting others first (Mk 9:35), turning the other cheek (Mt 5:39), and going the extra mile (Mt 5:41). Pupils are taught, encouraged, and expected to develop and maintain a strong personal integrity that is truthful, generous, courteous, and considerate of the needs and feelings of others. They are expected to have a positive and purposeful attitude to their studies and school lives and to their relationships with staff and other pupils. Staff exercise authority over pupils in the conduct of classes and in the maintenance of good order and safety around the school generally. This allows pupils to accept responsibility for what they have done, to serve their punishment and to improve their behaviour and so grow in selfdiscipline and maturity. More serious or persistent breaches of discipline, including disruptive behaviour in lessons, will be referred to the Head of House, or to the Senior Staff who have overall responsibility for discipline in the school, and parents will be informed. Parents are asked to support the disciplinary arrangements of the school. 2.
Positive Behaviour: a whole-school approach to discipline 2.1
Our Basic Expectations (the 4Cs) Our basis expectations consist of four simple points which sum up the school’s expectation of behaviour and attitude at all times: (i) (ii) (iii) (iv)
competence: be positive; be punctual and prepared, properly equipped, homework done. conscience: have a clear sense of right and wrong, letting this guide your behaviour, following instructions first time, every time, always stand on the side of truth and that which is right. compassion: ‘treat others as you wish to be treated’, always care for others, especially those most in need. commitment: 100% effort in everything you do, approaching all tasks with a ‘can do’ attitude, a desire to succeed, not being afraid of failure or doing the right thing,
Men of commitment
Men of competence
Men of compassion
Men of conscience
St Cuthbert’s strives to create fine young men of integrity. Therefore our expectations of competence, conscience, compassion, and commitment are underpinned by that of integrity. We expect that every boy will be honest. 3|P a g e
We believe that every boy can become a ‘great man’ and take his place in the Church and the world. The expectations are designed to encourage the boys to be ‘great men’. They are linked to our Vision, Mission and Values. They are also designed: (i) (ii) (iii) (iv)
to be about behaviour only to cover all behaviour at all times, including, where appropriate beyond the school gate to be limited in number and therefore memorable to relate to observable behaviour (it is clear you are either meeting this rule or not, leaving little room for argument)
A relentless focus on positive behaviour enables learning to take place in a safe and orderly environment. It was intended to replace the emphasis on rules and sanctions and maintaining a punitive disciplinary ethos. Underpinning the positive behaviour approach is the simple reality that we all like to be praised for what we do well. The positive behaviour approach proposes that teachers who praise pupils who are on task achieve better results from other children who notice and copy this good behaviour. The positive behaviour approach: ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ 2.2
promotes good relations between pupils and staff based on mutual respect and trust, common purpose and values promotes an uncompromising focus on learning and achievement, and developing selfconfidence and self-discipline looks for the positive (staff find opportunities to praise many times more often than punish) and reduces the public attention paid to pupils who are not on task separates the behaviour from the pupil (the teacher shows that s/he dislikes the behaviour not the child) is assertive but avoids confrontation (staff de-escalate situations by being firmly in control of their own reactions and by following a universally recognised method of positive behaviour) is based on simple rules which are clear and known to everyone (pupils, parents, staff) and which establish expectations and boundaries is talked about and used all the time and everywhere in the school has clear consequences (for misbehaviour which cannot be ignored) which are consistently implemented.
Learning Habits The Catechism of the Catholic Church teaches that ‘human society can be neither well-ordered nor prosperous unless it has some people invested with legitimate authority to preserves its institutions and to devote themselves as far as is necessary to work and care for the good of all.’ (CCC1897) We believe that our expectations are linked to specific ‘learning habits’ which underpin the success of every young man in our care. Expectation
Learning Habit best effort
competence
homework focus / on task
Rationale In seeking to form fine young men of competence, we need to equip them with clear learning habits. In order to stretch one’s capabilities boys need to be focused on best effort, always giving of their best. Retrieval practice is the foundation of learning and therefore homework is an essential part of the learning process. It is not optional.
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equipment
behaviour conscience honesty / integrity
compassion
fairness/justice
attendance punctuality commitment
perfect uniform
a sense of pride in school
2.3
Arriving equipped and staying on task contributes to the creation of a learning environment where every boy can flourish. In seeking to form fine young men of conscience we need to create an environment where positive behaviour is the norm and honesty, and integrity are prized as essential virtues of a good man. Our high standards and expectations of behaviour, honesty and integrity will enable boys to become men who are true to themselves and model their lives on the person of Jesus Christ and the teachings of His Church. The Golden Rule ‘treat others as you wish to be treated’ (Matthew 7:12) is a foundational Catholic teaching, indeed Jesus says ‘on this hangs the law and the prophets’. As a Catholic community the virtue of compassion, lies at the heart of our work. In seeking to form fine young men of compassion we must teach the boys about the impact that their thoughts, words, and actions have on others. We must teach them that to be men of compassion is not just about caring for those less fortunate than us, but about making best use of time, our gifts, and abilities so that we might put these at the service of others and so create a world of justice. In seeking to form fine young men of commitment, we need to create an environment where the first step to achieving success is truly recognised as turning up, on time and prepared. Boys need to be taught about the impact their attendance, punctuality and preparedness has on themselves and others and that commitments should be honoured and respected. In Luke 9:62 Jesus says “No one who puts a hand to the plough and looks back is fit for the kingdom of God.” – this reminds us as a Christian community of the importance of commitment of giving our all for the glory of God and the good of others. This is what it means to be a man of commitment.
Routines/Rules The school also needs rules (such as those governing uniform and appearance, more detailed rules about classroom routines, fire drills, behaviour out of school, etc.). These have been recast as routines. In this way our basic expectations of competence, conscience, compassion, and commitment are given central place. From time to time, the headmaster will prescribe rules and routines which make explicit the goals of the behaviour policy as they apply to specific aspects of school life. Such detailed rules are necessary for the efficient and harmonious running of a complex institution. The school looks for the support of parents and carers in its expectation that pupils follow school rules and routines.
2.4
Rewards 5|P a g e
The positive behaviour approach is based on praise and reward. Teachers should use praise many more times (in a lesson, on playground duty, in a day) than they use consequences. In practice this may be difficult but as an attitude with which to embark upon every lesson it is crucial to the success of a positive behaviour approach to school discipline. Further information about rewards can be found in our Rewards Policy. 2.5
Recognition of Achievement The school recognises and rewards achievement in the following ways: ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
House Points Very Impressive Pupil Awards Sports Award Performing Arts Award Community Service Award Leadership Award Academic Award awards for 100% attendance certificates for achievement or participation positive letters and postcards home
Assemblies in the last week of each term are given over to recognising pupil success. Pupil achievements should be displayed in House and departmental areas of the school and celebrated on the school’s electronic noticeboards and in the school newsletter. This is a primary responsibility of Heads of House and Form Tutors. 3.
Policies & Guidance 3.1
Behaviour around the school Pupils are expected to behave sensibly and with consideration for others when moving to and from class. Behaviour which is not acceptable on corridors and stairways and other communal areas includes: ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
jostling and pushing holding onto other pupils’ clothing or bags jumping onto or into other pupils lying in wait to ambush other pupils running jumping down stairs or sliding down stair banisters pushing into spaces which are obviously already overcrowded slamming through doors making unnecessary noise
Pupils who persistently ignore expectations of behaviour around the school will be subject to the sanctions as outlined in this policy. 3.2
Movement Around the School Movement around the school should, always, be orderly. At the end of every lesson pupils must leave in an orderly fashion. Pupils must stand and put their chairs under their desks and only leave when instructed to do so by the teacher. Pupils must proceed immediately, sensibly and quickly to their next lesson. Pupils must act with orderly conduct, with quiet and calm movement throughout the school site. Pupils must be courteous to all, hold doors open and allow adults to walk through before themselves. Pupils must always walk on the left in corridors and on stairs 6|P a g e
and no more than two abreast and in most instances should walk in single file. Pupils must not allow their bags to drag along corridor walls and display cases. When standing in corridors, outside rooms or lining up for lessons pupils must not lean against walls or display cases. Pupils must not run on corridors or stairs and must take particular care when moving up and down stairs. When leaving classrooms for break, lunch or the end of school, pupils must leave by the nearest or allocated exit. 3.3
Pupil/Student Access to the Buildings & Grounds Pupils (Years 7-11) are not permitted to access the school grounds before 8am. Pupils should enter the school site via the allocated entrance. From 8am pupils may access the Dining Room, school yard or Chapel. They may not enter any unsupervised area. Only the Dining Room, yard and Chapel will be supervised.
3.4
Out of Bounds Areas Specific areas of the school site may be considered out of bounds for all boys or for boys in specific Year Groups. Only Sixth Form students are permitted to access and use the Sixth Form Common Room or Sixth Form study areas. Pupils are not allowed on any other yard than their designated year group yard at social times.
3.5
Expectations for Learning in the Classroom At St Cuthbert’s focusing upon giving our first attention to ‘positive behaviour’, we strive to ensure that praise far outweighs the use of sanctions. 3.5.1
Creating the Climate Creating a positive climate in each classroom is key to creating a positive climate across the school. We recognise that we have limited control over pupil behaviour. However, we have total control over our response.
3.5.2
Positive Role Model At St Cuthbert’s, all staff will act as a positive role model for the boys. All members of staff will model the behaviour they expect. Teachers will be at the door of their classroom at the beginning and end of each lesson. Teachers will smile, be enthusiastic and welcoming to each boy. They will model and require high expectations of themselves and the boys.
3.5.3
Praise, praise, praise Staff will ensure that rewards and praise are used with care, explaining why a pupil has received the praise. Staff will award House Points in accordance with the school’s Rewards Policy.
3.5.4
A clean slate every day Staff will ensure that any instances of negative behaviour from previous lessons are dealt with appropriately before the next lesson. Issues that have been addressed will not be revisited or referred to in the next lesson (cf. Luke 6:37 & Mt 6:15).
3.5.5
Calm & Consistent All staff will work together in a calm and consistent manner. The expectations of conduct and behaviour will not differ from class to class or subject to subject. All lessons and 7|P a g e
classes in the school have the same high expectations and boys can expect the same calm and consistent response from all teachers. 3.6
Behaviour out of school The school expects pupils to behave well out of school, on journeys to and from school and school events, and to other venues for school activities, and on school trips. Pupils’ behaviour should be orderly and respectful of the people and environment around them. The school will investigate instances of poor behaviour out of school and may impose sanctions, including exclusion, against those who have brought the name of the school into disrepute. Pupils are expected to wear their uniform correctly on the journey to and from school. When staff have direct control of pupils out of school (eg. at a sports fixture, school visit or trip, in proximity to the school gate, at local bus stops), they have the same powers as when in school. When dealing with pupils outside the school gates but in reasonable proximity to the school, staff may instruct a pupil to return to school to deal with disciplinary matters. Failure to do so will itself be seen as a serious disciplinary offence. In referencing behaviour outside of school. the DfE statutory guidance on behaviour states that: “Teachers may discipline pupils for: ▪
▪
misbehaviour when the pupil is: o taking part in any school-organised or school-related activity or o travelling to or from school or o wearing school uniform or o in some other way identifiable as a pupil at the school. or misbehaviour at any time, whether or not the conditions above apply, that: o could have repercussions for the orderly running of the school or o poses a threat to another pupil or member of the public or o could adversely affect the reputation of the school.”
The DfE statutory guidance on exclusion states: “The behaviour of a pupil outside school can be considered grounds for an exclusion.” (section 3. paragraph 4) 3.7
Responding to negative behaviour (The 3 Rs) As staff in a Catholic School, we believe that all people are made in the image and likeness of God. People are therefore innately good. We do not ignore poor behaviour but give our first attention to noticing and pointing out good behaviour. We always, respond, remind and (if necessary) reprimand. We always use the language of choice. It is possible to challenge negative behaviour by praising those boys who are behaving well. ‘That’s great, 28 boys are paying attention, just waiting for two more…’ or ‘Well done, X, perfect uniform, can you please tuck your shirt in Y’ The 3Rs are: Respond:
we never ignore negative behaviour, always make an appropriate response
Remind:
in challenging negative behaviour we always use the language of choice and always remind the pupil of our basic expectations (4Cs), of competence, conscience, compassion, and commitment.
Reprimand:
(if necessary) we issue the appropriate sanction ensuring that this is recorded in PARS as a behaviour incident. 8|P a g e
3.8
Staged Behaviour Referral System Level
0
Who is responsible?
What action will be taken?
Form Tutor / Class Teacher
The teacher will use positive language and cues to ensure that all boys are aware of expectations and that the behaviour that we expect is both modelled and rewarded. The member of staff will issue a verbal warning. Failure to respond to a warning will result in a pupil/student ‘crossing the line’, ‘failing to adhere to the 4Cs’ Verbal warnings should be phrased as:
1
Form Tutor / Class Teacher
‘<Name> you are coming very close to ‘crossing the line’… is this how a man of compassion acts? <Name> in choosing this behaviour, you are choosing to ‘cross the line’ is this how a man of commitment acts? ‘Young man, that behaviour is not acceptable you are coming very close to ‘crossing the line’.
2
Form Tutor / Class Teacher
At this point, the pupil has ‘crossed the line’. The behaviour must be logged in PARS so that the parent/carer is notified via the Insight App and the sanction issued. Where ‘crossing the line’ is more serious or warrants increased sanctions, the Head of Department (academic issues) or the Head of House (pastoral issues) will be involved.
3
4
Head of Department / Head of House
Head of House / Parents / SENCO / Leadership Team
The pastoral staff will ensure that a ‘phone call home is made to alert parents to the concerns. Parents/carers will also be able to review the concerns, behaviour and sanctions imposed via the Insight App. ‘Crossing the line’ at Level 4 is very serious and consideration at this point will be given to a Fixed Term Exclusion or a period of internal ‘isolation’ where appropriate. Where this behaviour is cumulative and persistent, the SENCO will be consulted to ensure that the behaviour is not a possible response to unmet 9|P a g e
needs. A formal meeting with parents/carers will be arranged.
5
3.8
Headmaster
‘Crossing the line’ at Level 5 is behaviour for which a Fixed Term or Permanent Exclusion may be considered.
Persistent Low-Level Disruption The most common form of poor behaviour is low level disruption. This can be subjective as what concerns one teacher may not be of concern to another. However, at St Cuthbert’s our collective approach is designed to address low-level disruption and not allow behaviour to escalate. Low-level disruption is not characterised by behaviours that are overtly confrontational or challenging, but those which nonetheless distract from teaching and learning. There are generally five broad categories of low-level disruption: (i) (ii) (iii) (iv) (v)
talk movement time pupil-pupil relations teacher-pupil relationships
If these disruptions are not challenged, they can severely damage pupil learning and lead to frustrations and stress for the teacher. They can then lead on to high level or serious disruptions. 3.9
Serious Disruption High level disruptions are more serious and can be overtly confrontational and challenging. These behaviour patterns include: (i) (ii) (iii)
challenges to authority refusal to obey rules / defiance verbal abuse
This type of behaviour is extremely demanding and exhausting. It has a detrimental effect on both the teacher and or pupils. This behaviour will not be tolerated at St Cuthbert’s. 3.10
Serious Incident Protocol When a serious incident has occurred, a full detailed investigation will be carried out. This will involve the completion of staff and pupil incident forms. The pupil(s) whose behaviour is in question will be asked to complete a detailed incident form. Parents/carers will be informed that the school is dealing with a serious incident. Where appropriate, the pupil may be removed from lessons during the investigation and placed either in Damascus or the Savio Centre during the investigation. Once the investigation has been completed parents/carers will be invited into school to discuss the incident, the school’s action/sanctions and possible ways of resolving the situation. Serious Incidents include: ▪ ▪ ▪
physical assault against a pupil (including fighting) physical assault against an adult verbal abuse 10 | P a g e
▪ ▪ ▪ ▪ ▪ ▪
smoking/vaping threatening and/or aggressive behaviour bullying (see Anti-Bullying Policy) stealing possession of prohibited items gross defiance
This list is not exhaustive. 3.11
Failure to follow a ‘reasonable request’ / ATE Protocol All pupils/students are expected to follow the instructions of staff ‘first time, every time’. If this does not happen ‘first time’, staff do not immediately use the ‘on call’ facility, but staff should follow the ATE Protocol for the individual request. For example: <Name> can you please… (return to your seat or turn around and stop talking). Thank you. <Name> I am now asking you to… (return to your seat or turn around and stop talking) please do so. Thank you. [Ask] <Name> are you refusing to follow my reasonable request to… I am now telling you to… please do so. [Tell] <Name> unfortunately you have refused to follow my reasonable request and left me with no option but to ask for you to be removed from my lesson. [Exit] The pupil will then be removed from the lesson for this period. If appropriate this removal can be managed within the department ‘Remove Rooms Protocol’. The teacher will log the incident on PARS and issue a 60 minute after school detention for failure to follow a reasonable request. Unless the teacher believes that the incident triggers the ‘serious incident protocol’, incident forms are not required. All information is logged and communicated via PARS. Where this behaviour is not an isolated incident, the teacher should ensure that they discuss this with the relevant Head of Department.
3.12
Guidelines for Supervision / Isolation / Support Spaces St Cuthbert’s currently offers two support spaces for boys who struggle to meet our expectations for behaviour. 3.12.1 The Savio Centre The Savio Centre currently serves multiple purposes: ▪ ▪ ▪ ▪ ▪ ▪ (i)
to support pupils who are at risk of exclusion to support pupils who, for whatever reason, are failing to cope well with lessons or other aspects of school life to protect pupils during investigations to support pupils with medical accessibility issues to sanction pupils for a short period of time as determined by the behavior policy for pupils who have been disapplied from subjects Pupils who are at risk of exclusion Savio may be recommended as an alternative to a FTE with the approval of the Headmaster. This should be recommended on an orange incident details sheet clearly stating the special consideration after consultation with the pastoral 11 | P a g e
leads and Head of House. These special considerations may include, but not be limited to,: (a) (b) (c)
where a pupil is at serious risk at home during the hours of the school day where it is a first offence, and the pupil has been honest and expresses remorse where a pupil has a SEND diagnosis which may need to be taken into account to explain the behaviour
Where Savio is used as an alternative to Fixed Term Exclusion, the pupil concerned will have an extended day. The school day for pupils in the Savio Centre for behavioural reasons will end at 4pm. One of the two individual booths/rooms should be used for this purpose. No more than two pupils can be placed into the Savio Centre as an alternative to Fixed Term Exclusion at any one time. No pupil is to be placed in Savio for a sanction (in lieu of a Fixed Term Exclusion) without the approval from the headmaster or in his absence the Deputy Head. This should be recommended on an orange incident details sheet clearly stating the special consideration after consultation with the pastoral leads and Head of House. (ii)
Pupils who are failing to cope well with lessons or other aspects of school life Savio may be used by a Head of House or pastoral lead in extreme circumstances if a pupil is presenting as distressed or agitated. This should be for no longer than one period without an intervention conversation with a pastoral lead or Head of House as appropriate. All instances of this will be recorded in PARS so that patterns can be identified, and targeted intervention can be offered going forward. Assistant Head SENCO & Inclusion must be informed of a pupil coming to Savio without delay or they may be sent back.
(iii)
Protect pupils during investigation When pupils are placed into Savio pending investigation it is important for the pupil to understand that they are not being sanctioned at this time. No pupil may be placed into Savio for this purpose with approval from a pastoral lead. Pupils should not be left for any significant period without an update. This is a possible alternative to the use of Damascus or the need to have two pupils in separate locations.
(iv)
Supporting pupils with medical accessibility issues Pupils with medical conditions and supporting evidence may be placed in the Savio if a risk assessment determines that they are at risk of harm when moving around the school. This will be arranged by the Head of House in consultation with the Assistant Head SENCO & Inclusion.
(v)
Pupils who have been disapplied from subjects No pupil should be in Savio as an alternative to lessons that has not been agreed by the headmaster under recommendation for the Assistant Head responsible for academic achievement. 12 | P a g e
(vi)
Work in Savio Heads of Department are responsible for ensuring that there is a range of quality work for each year group in the Savio. Where possible, this work should not involve the use of a computer. The Assistant Head (SENCO & Inclusion) will coordinate with the Assistant Head responsible for academic achievement to ensure that this work is relevant and quality. No pupil should be disadvantaged by being placed in the Savio.
(vii)
Informing Staff The Assistant Head (SENCO & Inclusion) will ensure that all pupils are input into the Savio register located on PARS with the expected number of days. Staff are expected to check this list each morning to ensure that pupils are not reported for missing lessons and to ensure that quality work is available. It should be avoided to send pupils with work down to Savio. The Teaching Assistants involved will input on PARS the intervention that has taken place each day for each pupil. This could be 1:1 work on coping strategies such as anger management or coping with anxiety. The Teaching Assistants will assist pupils with their work and record any issues that the class teachers need to follow up.
(viii)
Accessing Savio Pupils may not self-select to attend the Savio Centre unless this is agreed as part of their pupil profile or consistent approach plan. Pupils who may need to use the Savio Centre as a ‘safe space’ should be recorded on the Savio register as occasional / safe space users. Any pupil not recorded on the register must be returned to lessons. Pupils who repeatedly try to access the Savio Centre without prior agreement will be subject to disciplinary sanctions.
3.13.2 Damascus ‘Damascus’ is a supervision room as an alternative to the mainstream class due to persistent low-level disruption, serious disruption or defiance. Pupils will work in individual high-sided booths so that that they cannot distract others. The purpose is to ensure a calm, ordered and purposeful environment. The room should enable pupils to work without any distraction. The maximum time any pupil should spend in Damascus is one school day. Pupils in Damascus should bring work that they wish to complete. Work packs, curriculum resources, reading books and other work is available. Pupils may also be asked to use ‘Damascus’ during an investigation of behaviour in which they were involved. Pupils in Damascus due to disruption to learning will be expected to complete a 60 minute after school detention as arranged by the relevant teacher. Any pupil who: ▪ ▪ ▪
refuses to enter either of these rooms at the request of a member of staff refuses to hand over their mobile ‘phone walks out without permission 13 | P a g e
▪
does not go directly to and from the toilet at a permitted break
is at risk of exclusion. The rules / expectations for behaviour in Damascus and The Savio Centre are clearly set out. 3.14
Mobile’ Phones The school recognises that while the vast majority of pupils will carry a mobile ‘phone, it advises that it is not necessary for pupils to bring mobile ‘phones into school at all. However, if they choose to do so, they have no legitimate need to use a mobile ‘phone at all during the school day or on the school site. The school therefore accepts that there may be particular circumstances in which a parent wishes their child to have a mobile ‘phone for their journey to and from school. Where a mobile ‘phone is brought into school, it is entirely at the pupil /student’s & parents’ own risk. The school accepts no responsibility for the loss, theft or damage of any ‘phone, mp3 player or other mobile device brought into school. Mobile ‘phones which are brought into school must be turned off (not placed on silent) and stored out of sight immediately when the pupil arrives at the school gate. They must remain turned off and out of sight until the pupil has left the school site at the end of their day. The simple policy is ‘not seen, not heard’. Any pupil using his mobile ‘phone during the school day without permission, will be required to serve 60 minutes in detention after school. If deemed appropriate, a teacher may decide confiscate the ‘phone until the end of the school day. If requested, the pupil should hand his ‘phone to the member of staff concerned. Any pupil who refuses to hand over his mobile ‘phone to a member of staff upon request is at risk of exclusion. Further details can be found in the school’s Mobile ‘Phone Policy.
3.11
Communication with parents/carers St Cuthbert’s Catholic High School values the support of all parents/carers in establishing and maintaining the highest standards, of conduct, behaviour, and academic work. The school recognises that effective home-school communication is essential and will endeavour to communicate in an accurate and timely manner when behaviour is a concern. The school will also ensure that there is a balance between communicating praise and communicating sanctions. The school will: ▪ ▪ ▪ ▪ ▪
3.12
ensure that parents have access to communication about House Points, praise as well as sanction including detentions via the Insight App invite parents/carers into school to raise concerns but also highlight support and interventions available offer the support of external agencies, referrals, and interventions as appropriate use the pupil planner as the first line of home-school communication supporting any information available via the Insight App if a pupil has failed to attend a detention, the member of staff or Head of Department (academic detentions) or Head of House (pastoral detentions) will attempt to call home that evening, to speak to parents/carers, firstly to check on the pupil’s whereabouts and safety. If the detention has been missed without reasonable excuse parents/carers will be informed that the detention has been missed and additional sanction will follow
Reasonable Adjustments The school recognises that some pupils/students require additional support and/or intervention in order to consistently meet our expectations for all boys. St Cuthbert’s Catholic High School 14 | P a g e
may, reflecting our ethos and under the terms of the Equality Act 2010, make ‘reasonable adjustments’ for those pupils/students with special educational needs and/or disabilities, in relation to the procedures set out in this policy. To ensure the school fulfils its statutory duties we will: ▪ ▪ ▪ ▪ ▪
consider the SEND Code of Practice and the school’s Special Education Needs and/or Disabilities Policy when responding to behaviour monitor sanctions across the school for any emerging patterns or concern around the behaviour and sanctioning of pupils with SEND involve the Assistant Head (SENCO & Inclusion) with all incidents of repeating or serious behaviour to ensure that any unmet needs may be addressed ensure that pastoral and academic leaders raise pupils of concern with appropriate staff to investigate issues around SEND call emergency EHCP reviews where pupils with SEND are clearly struggling to adhere to the school’s expectations
The school has a duty of care to all members of the school community and acknowledges that context can explain but does not necessarily excuse poor behaviour. Any reasonable adjustments made will be done so on a case-by-case basis but can in no way represent an acceptance of poor behaviour. 4.
Bullying St Cuthbert’s Catholic High School is committed to ensuring that every pupil is treated with respect and dignity and will take action to prevent or redress instances of harassment or discrimination. The school believes that people should not be discriminated against or bullied because of their race, gender, sexual orientation, religious belief, or because they have special or additional needs. Bullying and/or harassment are very serious issues and will be dealt with as such. Further information can be found in the school’s Anti-Bullying Policy.
5.
Defiance It is not acceptable for a pupil to defy a reasonable instruction given by a member of staff. Defiance usually occurs in highly charged situations where the pupil has lost control (often an overwhelming sense that the treatment is unfair which may be to do with other things that have happened that day). The teacher should exercise professional skills and judgement in managing the situation. Defiance is a serious issue and will be dealt with as such.
6.
Exclusion St Cuthbert’s Catholic High School includes exclusion (both fixed-term and permanent) among its disciplinary sanctions. The full details of exclusions are set out in the school’s Exclusions Policy. 6.1
Fixed Term Exclusions (suspension) Behaviour which may result in a fixed term exclusion include, but are not limited to: ▪ ▪ ▪ ▪ ▪ ▪ ▪
aggressive or threatening behaviour gross insolence or defiance maliciously setting off Fire Alarms mobile phone being used to video, photograph, record in any way other serious incidents persistent misbehaviour physical violence 15 | P a g e
▪ ▪ ▪ ▪ ▪ ▪ ▪
possession of prohibited items refusal to accept school authority serious and malicious accusations against a member of staff serious misuse of ICT facilities smoking/vaping/selling cigarettes/vapes stealing verbal abuse of school staff
St Cuthbert’s Catholic High School follows current statutory guidance (Exclusion from maintained schools, Academies and pupil referral units in England: A guide for those with legal responsibilities in relation to exclusion. DfE 2012) for exclusion. St Cuthbert’s Catholic High School has a mutual agreement with the local Newcastle schools for the education of pupils from the sixth day of exclusion. 6.2
Permanent Exclusions (expulsion) Permanent exclusion will be used for serious one-off incidents or as a result of repeated misbehaviour which is not being addressed by other sanctions.
6.3
Exclusion Policy & Governors’ Statement on Behavioural Standards The school’s Exclusion Policy and Governors’ Statement on Behaviour Standards set out in more detail the school’s approach, procedures, and policy on exclusions.
7.
Fire Alarm Misuse Malicious activation of fire alarms is a criminal offence and can endanger others as well as disrupt the school. They will be treated very seriously. Pupils who maliciously set off the fire alarm will usually be excluded from school and reported to the police.
8.
Prohibited Items Pupils are forbidden to bring the following items to school: ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪
digital cameras large sums of money laser pens guns (including air and pellet guns, any kind of toy or imitation gun or firearm, and water pistols) knives (including pen-knives and any kind of toy or imitation knife or any sharp instrument) fireworks, caps and matches tobacco / cigarette papers / vapes / vaping material drugs and drug paraphernalia alcoholic drinks chewing gum glass bottles stolen items pornographic images any article that the member of staff reasonably suspects has been, or is likely to be, used to commit an offence, cause personal injury, or damage the property of any person [including the pupil] any additional item that is identified as a ‘prohibited item’ in DfE Guidance
Prohibited items, identified above, may be searched for by staff [as directed by the headmaster] without the consent of the pupil, when the member of staff has reasonable grounds to suspect that the pupil is in possession of one or more prohibited item. 16 | P a g e
9.
Malicious allegations against school staff Any pupil found to have made a malicious accusation against school staff will have committed a serious offence and will be excluded from school. Depending on the seriousness of the accusation the headmaster may impose serious sanctions including possibly fixed term or permanent exclusion.
10.
Restraint There may be occasions where it is necessary for staff to restrain a pupil physically to prevent the pupil from inflicting injury to others, self-injury, damaging property, or causing disruption. In such cases only the minimum force necessary may be used and any action taken must be to restrain the pupil. When a member of staff has restrained a pupil, s/he must make a written incident report to the headmaster the same day. This report should be made via a CPOMS. All members of school staff have a legal power to use reasonable force. This power can also apply to people whom the headmaster has temporarily put in charge of pupils such as unpaid volunteers. ‘Reasonable’ means using no more force than is needed, and reasonable adjustments must be made when dealing with disabled pupils or pupils with special educational needs. Reasonable force can be used to prevent a pupil: ▪ ▪ ▪ ▪
committing an offence causing personal injury to any person (including the pupil him/herself) damaging property prejudicing the maintenance of good order and discipline at the school
Before using physical restraint, staff should consider other non-physical options. Physical restraint should be used as a last resort to protect others, to protect the pupil from his own actions, or to prevent serious damage to property. Restraint should be used only when the likely consequences of not using force outweigh the likely consequences of not intervening physically. Before deciding to use physical restraint, staff should consider whether it is safe personally for them to do so and only intervene if they feel confident to do so. Staff should attempt to obtain the assistance of colleagues. Further guidance can be found in the DfE advice for headteachers, staff and governing bodies on the ‘Use of reasonable force’ (July 2013) 11.
Report Cards Report Cards are an essential part of the behaviour management systems at St Cuthbert’s Catholic High School. These cards allow the school to monitor the behaviour of those pupils about whom the school has concerns but also allow pupils to demonstrate that they are able to behave in accordance with the school’s expectations. The Report Cards, however, are not exclusively about monitoring they are also part of the school’s disciplinary sanctions.
12.
Screening & Searching School staff can search pupils with their consent for any item. The headmaster and staff authorised by him have a statutory power to search pupils or their possessions, without consent, where they have reasonable grounds for suspecting that the pupil may have a prohibited item (see prohibited items). Prohibited items are items identified as such in current DfE guidance. ['Screening, searching and confiscation – Advice for head teachers, staff and governing bodies' DfE 2012]. Further information on prohibited items can be found in section 8 of this policy. The school can require pupils to undergo screening by a walk-through or hand-held metal detector (arch or wand) even if they do not suspect them of having a weapon and without the consent of the pupils. Schools’ statutory power to make rules on pupil behaviour and their duty as an employer to manage the 17 | P a g e
safety of staff, pupils and visitors enables them to impose a requirement that pupils undergo screening. Any member of school staff can screen pupils. The headmaster and authorised staff can use such force as is reasonable given the circumstances to conduct a search for these "prohibited items". If the pupil refuses to co-operate with a search without consent for “prohibited items” they may be referred to the police and/or an appropriate sanction in line with the school’s behaviour policy can be applied. Prohibited or forbidden items found as a consequence of a search may be confiscated, retained, disposed of or destroyed in line with current DfE guidance [Screening, searching and confiscation; Advice for head teachers, staff and governing bodies, 2012]. 13.
Confiscation Staff can seize any prohibited item found as a result of a search. They may also seize any item, however found, which they consider harmful or detrimental to school discipline or good order. 13.1
Procedure for confiscated items. Any member of staff confiscating an item must hand the item to a member of support staff and complete the necessary information on PARS identifying the item, the date it was confiscated, the name of the pupil and the name of the member of staff to whom the item was handed. Under no circumstances may staff give the confiscated item to another pupil to hand in. Any confiscated items must not be left unsecured. Any dangerous item must be brought to the attention of the Leadership Team immediately.
13.2
Collection of confiscated items Items confiscated by school staff may be collected by parents/carers except where the decision has been made to dispose of confiscated ‘prohibited items’ such as, but not limited to, cigarettes or alcohol. Pupils may not collect confiscated items in person. Items must be collected by a parent/carer and will remain in the school’s possession until they are collected. Pastoral staff will inform parents/carers that the items have been confiscated. Parents/carers are required to bring photographic identification when collecting items. The school reserves the right not to hand over confiscated items to parents/carers who are unable to provide photographic identification.
13.3
Retention of confiscated items Electronic equipment, jewellery and other expensive items will be confiscated and held by the school for a period of 12 months. If after 12 months, the item has not been collected/reclaimed, the school reserves the right to dispose of the item.
13.4
Confiscated of prohibited items Any prohibited items that are confiscated will be dealt with as follows: 13.4.1 Alcohol: the school will retain or dispose of confiscated alcohol. The school can dispose of the alcohol as deemed appropriate. Under no circumstances will the alcohol be returned to the pupil/student. 13.4.2 Controlled substances: any confiscated controlled substance or ‘legal highs’ will be handed over to the police as soon as possible. However, the school reserves the right to dispose of such substances if deemed appropriate. Any substances deemed to be 18 | P a g e
harmful or detrimental to good order and discipline such as legal high may be treated as controlled drugs. 13.4.3 Stolen Items: these will be handed over to the police as soon as reasonably practicable. They may be returned to the owner by the school if ownership can be clearly established. 13.4.4 Cigarettes/Tobacco/Vapers/Vaping Materials: the school will retain or dispose of such items. Under no circumstances will these items be returned to the pupil/student. 13.4.5 Fireworks: these will be retained or disposed of. Under no circumstances will these items be returned to the pupil/student. 13.4.6 Pornographic Materials/Images: if a member of staff finds such materials, they may dispose of these unless its possession constitutes a specified offence (for example it is extreme or child pornography). In such cases the materials/images must be delivered to the police as soon as reasonably practicable. Images found on mobile telephones or other electronic devices can be deleted unless it is necessary to hand these over to the police or to retain the image during a school investigation. At all times most up to date guidance from safeguarding authorities will be followed. 13.4.7 Weapons: any weapons or such item which are evidence of a serious offence must be handed over to the police as soon as is reasonably practicable. If appropriate the item may be retained during a school investigation. 13.4.8 Saleable Items: where a pupil has purchased/acquired items which he intends to sell or profit or otherwise are confiscated, these will be retained until collected by a parent/carer. Where these are items referred to in 13.4.1-13.4.7 the provisions of these paragraphs will apply. Where an item is prohibited under the school’s rules staff will take into account all relevant and appropriate known circumstances and use their professional judgment and this policy in determining return, retention or disposal. 14.
Specific instances of negative behaviour This section in the school’s policy and procedures sets out some of the specific instances of negative behaviour. This list is not exhaustive and may be updated and amended from time to time. 14.1
Actions prejudicial to the health, safety, and welfare of others. Any pupil/student whose actions are found to be prejudicial to the health, safety and welfare of others will receive an appropriate sanction ranging from a detention through to exclusion depending on the severity of the incident.
14.2
Alcohol Any pupil/student who brings alcohol on to the school premises will be excluded. If the pupil/student brings alcohol onto the school premises a second time, a recommendation of permanent exclusion will be made. Any pupil/student who ‘spikes’ the drink of another pupil/student with alcohol or other intoxicating substances will be permanently excluded.
14.3
Deliberate damage to, or vandalism of, school property Any pupil/student who is found to have vandalised school property will receive an appropriate sanction ranging from a detention through to exclusion depending on the severity of the incident. 19 | P a g e
14.4
Failure to attend a scheduled detention Any pupil/student who fails to attend a scheduled detention without reasonable excuse, will have the detention time owed doubled. Repeated failure to attend detentions will be considered as refusing to accept the authority of the school and will result in further sanctions, including ultimately exclusion.
14.5
Fighting/Aggressive Behaviour Fighting and aggressive behaviour is unacceptable and should not be tolerated or ignored. All fights and instances of aggressive behaviour will be thoroughly investigated and dealt with as serious incidents. Any pupil/student who is involved in a fight or displays aggressive behaviour is likely to be excluded.
14.6
Incitement to violence or poor behaviour At St Cuthbert’s we consider incitement to violence or poor behaviour to be a serious offence. Those who persuade, encourage, instigate, pressure, or threaten so as to cause another to behave negatively will be sanctioned accordingly ranging from detention to exclusion depending on the severity of the incident.
14.7
Misuse of Social Media / Electronic Behaviour The use and/or potential misuse of social media, messaging services and other electronic behaviour, will be viewed as non-electronic behaviour and responded to accordingly. The recording, uploading, sending or social sharing of images, videos or messages that incite poor behaviour, threaten, harass, or behave negatively towards others will be dealt with in accordance with school policies. Those who misuse social media or electronic methods of communication will be sanctioned accordingly ranging from detention to exclusion depending on the severity of the incident.
14.6
Misbehaviour on school transport Any pupil/student who is found to be deliberately misbehaving on school transport, will be sanctioned by the appropriate punishment from a detention through to exclusion depending on the severity of the incident. The school has the right to and will remove a pupil/student’s right to travel on the school bus should the situation require such action.
14.7
Peer on peer abuse Peer abuse is behaviour by an individual or group, intending to hurt others physically, sexually, or emotionally. Staff are trained to recognise that children are capable of abusing their peers. Staff are aware of safeguarding issues from peer abuse including: ▪ ▪ ▪ ▪ ▪
bullying (including online bullying) physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm sexual violence and sexual harassment sexting (also known as youth produced sexual imagery); and initiation/hazing type violence and rituals.
This abuse can: 20 | P a g e
▪ ▪
be motivated by perceived differences e.g. on grounds of race, religion, gender, sexual orientation, disability or other differences result in significant, long lasting and traumatic isolation, intimidation or violence to the victim; vulnerable adults are at particular risk of harm
Children or young people who harm others may have additional or complex needs for example: ▪ ▪ ▪ ▪
significant disruption in their own lives exposure to domestic abuse or witnessing or suffering abuse educational under-achievement involvement in crime
Stopping violence and ensuring immediate physical safety is the first priority of any education setting, but emotional bullying can sometimes be more damaging than physical. School staff, alongside the Designated Safeguarding Lead and/or Deputy, will judge each specific case and will be guided by this policy as well as our Safeguarding and Child Protection Policy, alongside our Anti-Bullying Policy. Any pupil found to be involved in peer abuse may be subject to the sanctions outlined in this Behaviour Policy including, where deemed appropriate, exclusion. 14.8
Smoking/Vaping Smoking is forbidden by law in any part of the school. Pupils are not to smoke/vape at any time in school, when they are in school uniform or on a school trip, fixture, or event. Anyone doing so is likely to be excluded.
14.9
Uniform Uniform lists and rules on uniform and appearance are detailed in the Uniform Policy. This information is made available to pupils and parents on the school website. Depending on circumstances (previous track record, the age and maturity of the pupil), pupils who arrive in school wearing incorrect uniform are either to be warned and disciplined or sent home immediately to change into correct uniform and return to school. 14.9.1 Uniform and Appearance Rules The school expects high standards of uniform and appearance. Boys are expected to wear the school uniform properly. This includes the journey to and from school or school events, while in school or on school trips, fixtures or activities. a. Blazers are to be worn travelling to and from school, at assembly, in church, and when moving from class to class. The school badge is to be worn on the blazer. b. Shirts are to be plain white and worn tucked in and buttoned at the neck. Shirts may be long or short sleeve. Any t-shirt worn under the shirt must not be visible through the shirt. c. Ties are to be done up and worn from the neck to the waist. d. Socks are to be plain grey or black (white socks are not acceptable). e. Trousers are to be formal, charcoal (not black) school trousers. Belts are to be plain black leather with a simple formal buckle. Trousers must not be ‘skinny fit’.
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f.
Shoes are to be black leather, plain, formal and polished. Laces and stitching are to be black. Boots, black trainers, suede, canvas or casual shoes are not permitted. Boys are not permitted to wear trainers in the playground at break times. Casual shoes [e.g. Converse, Fred Perry, Lonsdale, Vans, etc.] and trainers [e.g. Adidas, Nike, Puma, Reebok, etc.] are not allowed.
g. If an outdoor coat is worn, it should be the St Cuthbert’s rain jacket or similar. Outdoor coats are to be worn over the boy’s blazer and not instead of the blazer. h. School bags are to be large and rigid enough to carry schoolbooks without damaging them (small draw-string bags are not acceptable). Boys should have a separate bag for PE and Games kit. i.
Jewellery other than a wristwatch is not to be worn. Smart Watches are not permitted.
j.
Hair should be clean, tidy and in a style, which is in keeping with the formality of school life. Shaved heads, long hair below the collar or in the eyes, dyed hair, tramlines, stepped and ridged haircuts, patterns, shaved sides and shaved eyebrows are not acceptable. In keeping with the formality of school life boys should be clean shaven.
k. Games and PE kit is to be worn as indicated in the uniform list and instructed by PE staff. During football, hockey, and rugby lessons it is strongly advised that safety equipment is worn (shin-pads, gum-shields, etc.) PE Teachers will advise when pupils can wear tracksuit bottoms depending on weather conditions. If a pupil is unable to participate physically in a PE lesson a note from a parent or carer must be handed to the PE teacher. If a pupil attends a lesson with no PE kit and without a note the kit will be provided by the PE department. The pupil will still be required to wear full PE kit and participate in another capacity (coach, official, etc) l.
On hot days, shirt-sleeve order may be given by the Deputy Head. Boys may take off their blazer and tie and should, if possible, wear a short-sleeved shirt. Shirt-sleeve order may be worn to and from school. It is not permitted to wear parts of the uniform – the rule is either blazer and tie or shirt-sleeve order.
m. All school clothing is to be clearly marked with the owner's name. n. The Deputy Head is the final adjudicator of acceptable uniform or appearance. Boys have the right to adhere to the tenets of their religion including regarding their appearance. Parents should discuss any concerns with their son’s Head of House in the first instance. 14.10 Verbal Abuse Verbal abuse against staff is unacceptable and should not be tolerated or ignored. This includes sotto voce or muttered remarks and comments made to other pupils which the teacher is supposed to overhear. This type of abuse may also be written or conveyed via gestures or sounds/noises. Swearing and name-calling is not acceptable. Written abuse, abusive gestures or abusive sounds/noises are not acceptable. Staff are to report incidents to the Head of House. Any pupil/student who verbally abuses or is grossly insolent to a member of staff is likely to be excluded. 14.11 Weapons 22 | P a g e
Any pupil/student bringing a weapon or bladed article onto the school premises is likely to be permanently excluded. A judgement will be made as to the level of threat the weapon itself represents to the health, safety, and welfare of the school community. Weapons include knives, bladed articles, darts, guns of any description including air pistols and BB guns. This list is not exhaustive. This list of specific behaviours is indicative and not exhaustive. The school reserves the right in accordance with statutory guidance to ensure the highest standards of behaviour. 15.
CCTV St Cuthbert’s Catholic High School reserves the right to use CCTV for the purpose of maintaining a safe, secure, and orderly environment including the management of the health, safety, and welfare of the school community. The use of CCTV is covered by the school’s CCTV policy.
16.
Sixth Form Sanctions Staff should accord Sixth Form students a greater degree of autonomy and self-discipline than younger pupils. However, when this latitude is abused and poor behaviour brings the good order or name of the school into disrepute or when a bad example is being shown to younger pupils, or when learning is being disrupted, Sixth Formers may be subject to the same disciplinary sanctions as other pupils. Sixth Form prefects are particularly expected to set a high standard and will be removed from office if they do not.
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