Behaviour For Learning Policy

Last modified 20/04/2015 09:32

 

 Dylan Thomas Community School

 

 

 

BEHAVIOUR FOR LEARNING POLICY

 

 

Living as a community,

Learning as a community,

Achieving as a community

 

 

 

 

 

 

 

 

 

Aims

 

  1. To support the values of Dylan Thomas Community School in every aspect of school life
  2. To ensure the integrity of learning.
  3. To support pupils in owning their behaviour and choosing the right options
  4. To support the development and implementation of restorative practices.

 

Core Values

 

Our role as a school is to promote the very best in every pupil and to that end we have created the set of school values which we expect everyone at Dylan Thomas Community School to live up to.  These are enshrined in our school vision and aims.

 

Our vision:

Living as a community,

Learning as a community,

Achieving as a community

Mission Statement of our School 

A small school at the heart of our community which adds value to young people’s lives’

 

CORE PRINCIPLES

 

We expect all members of the school community to abide by the laws of the land.  Failure to do so could result in permanent exclusion. 

 

  • We expect everyone to work hard, to give of their best and to respect everyone’s entitlement to learn without disruption.

 

  • We expect all members of the school community to show courtesy and consideration for each other at all times.

 

  • We believe that everyone in the school is of equal value and deserves an equal opportunity to achieve their full potential.

 

  • We believe that everyone in the school should have high expectations of themselves and show respect for themselves and others.

 

  • We seek to achieve positive relationships with and between pupils in an environment where achievement of every kind is valued and where praise and encouragement are the norm.

 

  • We believe in fair discipline, consistently applied, taking into account individual circumstances and the needs of individual pupils.
  • We believe that every member of staff has primary responsibility for managing the behaviour of pupils within his or her class.

 

  • We should always attempt to preserve the self esteem of the individual.  Comments and actions should address the misdemeanor and not the individual.

 

  • We should seek restorative solutions that allow all involved to extricate themselves from situations with their dignity intact.

 

  • Our ultimate goal is to ensure that pupils become caring, responsible citizens with a well developed, sound code of personal behaviour, ready and prepared to play a full, active and productive role in the community.

 

RATIONALE

 

The expectations and processes of the Behaviour for Learning Policy have one unambiguous aim: to remove barriers to learning.  It is the teachers and pupils responsibility to explicitly focus upon the behaviour that facilitates learning.

The school community believes that all behaviours are learnt behaviours.  It is the adult’s role to model positive behaviour, to create mutual respect and commit to our Community Code of Conduct [Appendix 1] which underpins the Behaviour for Learning Policy.

CORE COMMITMENTS

Every member of staff has the responsibility to manage pupils whose behaviour can disrupt learning, both within and outside  the classroom.  The school believes that it is essential to separate the behaviour from the individual and that every mistake offers the choice to put things right.  This policy unmistakably works in tandem with both our Restorative Practices and Rewards Policies.

The more staff and pupils share common practices consistently the more likely we are to reach common solutions to misbehaviour and ensure that a safe, calm learning environment is created and maintained.

All staff are expected to implement this policy. All staff are expected to be consistent in their implementation

All staff are expected to display the Community Code of Conduct and Consequences Procedures (App I/II/III).

All staff are expected to implement the 3 strikes system of classroom management within the Consequences Ladder and display appropriate seating plans.

Nothing can be achieved without consistency

CONSEQUENCES AND RESTORATIVE APPROACHES.

All members of staff, including the Senior Leadership Team, Progress Leaders, Heads of Faculty and Pupil Support Officers have been trained fully in restorative approaches which should be used in order to avoid conflict arising.

Pupils have a right to expect fair and consistently applied sanctions for inappropriate  behaviour which make a clear distinction between serious and minor infringements of the Code of Conduct. 

Sanctions are not restricted to the school property: they can also be applied for incidents outside of the school grounds i.e. on the way to and from school; on school trips etc.  They may also be applied if a pupil brings the school into disrepute.

An appropriate sanction is one which is designed to put matters right and encourage better behaviour in future.  Thus it is inappropriate to punish whole groups for the misdemeanours of a few or to impose a sanction which is designed to humiliate a pupil or pupils.

The school endeavours to involve students in the disciplinary process and apply, wherever possible, restorative approaches as the first step to repairing the harm done to the school or others restorative approaches aim to resolve conflict in a calm and positive way prior to sanctions.  Staff are expected to deal with any challenging behavior issues restoratively, paying heed to their RP questions (see below). Issues of a more serious nature involve everyone who has been involved in a conflict or difficult situation to find a way forward together. At this meeting, everyone has the opportunity to talk about what has happened, how they have been affected and what needs to happen next.

The meeting is structured so everyone has the opportunity to have their say and listen to others. The next stage is for everyone to agree what is required to happen to put things right and to stop the same thing happening again.

 

 

Responding to Challenging Behaviour

 

Responding to Those Harmed

What happened?

What were you thinking about at the time?

What have been your thoughts about since?

Who was affected by what you did?

In what way were they affected?

What do you think you need to do to make things right

 

What happened?

What did you think when you realized what had happened?

How has this incident affected you and others?

What has been the hardest thing for you?

What do you think needs to happen to make things right?

Restorative Practice at Dylan Thomas

 

Restorative Practice at Dylan Thomas

 

 

Behaviour for Learning

 

Procedures

 

It would be impossible to describe every scenario or to write a prescriptive response for every incident.  However a staged approach within clear parameters, viz The 3 Strikes System, provides a structure in which incidents can be dealt with at an appropriate level ensuring promptness and consistency.  It is important to remember that serious or persistent breaches of this policy could result in permanent exclusion.

 

General Classroom Issues

  • Failure to conform to acceptable standards of behaviour/Community Code of Conduct.
  • Failure to complete work on time or to an acceptable standard.
  • Failure to complete homework (to an acceptable standard).

 

Primary responsibility must be for staff to discipline pupils themselves in the least intrusive manner possible rather than passing issues on to other members of staff.  This ensures that the consequence is more likely to be linked to the misdemeanor in the pupil’s mind and is therefore, more likely to modify pupils behaviour.  It is essential that a consequence, once issued, is seen as inevitable by staff and pupils.  The Behaviour Management Strategies (Appendix IV) illustrate proven methods and approaches.  Additionally, there should be a formal seating plan on display for each class.  This will obviate argument and depersonalize conflict.

 

Non Classroom Misbehaviour

 

Staff are expected to be outside their classroom at lesson changeover to provide a presence that encourages positive behaviour and orderly movement within the corridor.  Any pupil failing to live up to the school’s expectations by not following a school rule at any time must be challenged by a member of staff.  The challenge and correction should be in the form of a rule reminder which refers back to the school’s Community Code of Conduct.  Corridor Passes have been issued to all staff.  These passes must be issued to pupils should they need to be out of the classroom for whatever reason.  State your expectation that the pupils will correct their behaviour from that point on.  If you do not know the pupil’s name, make sure you ask for this before you do anything else.

 

Pupils using/displaying i-pods/phones/MP3 players inside school or wearing jewellery/hats/non uniform hoodies: it is essential for the smooth running of the school and to create a sense of calm and order that all restricted items are confiscated when they are seen.  Asking pupils to remove the items or put them in their bags/pockets and not actually confiscating creates the probability that pupils will bring out the items again later in the day.  This will have two effects: reducing the sense of calm and order in the school and will likely result in another teacher having to deal with the issue again.  This increases teacher workload and the number of confrontations, both of which are unfair to other staff.  Any circumstances in which a pupil is uncooperative or persistently defiant should be referred immediately to SLT.

Phones and other valuables should be taken to the office and given to Reception to place in the safe with the pupil’s name on it. Reception will liaise with the PSO and a letter will be written home to parents by the PSO informing them of the requirement to come into school to retrieve the jewellery.  Mobile phones and MP3 players can be collected by pupils at the end of the school day.  Other less valuable items e.g. hats should be kept by the teacher and returned to the pupil at the end of the school day.  A record will be kept by Reception. Repeat offenders names will be passed to the PSO’s to contact home.

 

Accountability

Promoting positive behaviour is the responsibility of the school community as a whole.  If it is to be implemented comprehensively, it should also define specific roles, including that of:

a)  the governing body in defining the principles underlying the school’s behaviour and attendance policy.

b)  the head teacher in framing a policy which establishes an environment that encourages: positive behaviour and regular attendance; discourages bullying and promotes race and disability equality; and, with other members of the senior  leadership team, organising  support for implementing the policy;

c)   Staff (including support staff) in ensuring that the policy is consistently and fairly applied, to all groups and communities, that pupils are taught how to behave well and are encouraged to attend punctually and regularly.  Staff are also expected to model the high standards of behaviour and punctuality expected from pupils.

d) the governing body, head teacher and staff in ensuring that all aspects of the school’s behaviour and attendance policy and its application promote equality for all pupils. This should be supported and validated by termly monitoring rewards and sanctions.

e)  Pupil Voice (incl School Council) in shaping and promoting the school’s Community Code of Conduct and supporting staff and other pupils.  This could include being involved in peer mediation and counselling schemes, as well as reporting incidents of bullying, and other misbehaviour, or reasons for truancy.  Effective policies pay attention to the pupils’ priorities and draw upon consultation with them.  School councils have a key role to play and have contributed fully at all stages to this revised policy document.

f)Parents and carers in taking responsibility for their child’s attendance and their behaviour inside and outside the school, working in partnership with the school to maintain high standards of behaviour and attendance, and in contributing to the policy through consultation;

g) key  LA Officers such as education welfare officers assigned to the school and members of behaviour support services in their role as advisers supporting the behaviour and attendance of all pupils and specialised support work for individual pupils; and

h)the school’s partners in external organisations such as social services, health services, Careers Wales, the police and voluntary organisations.

This Behaviour for Learning Policy was revised in Autumn Term 2012 following extensive consultation with teachers, associate staff and pupil voice.  It will be reviewed in October 2013

STAFF RESPONSIBILITIES

 

Members of staff should always try to resolve the following problems themselves in the first instance using the range of strategies available to them.  Documented evidence is essential at all stages of the procedures – if it’s not recorded, it never happened!

 

Dealt with by individual member of staff: Subject Teachers/Form Tutors/TA

 

Failure to complete homework

Personal detention if deemed suitable

Minor breaches of Code of Conduct

Reprimand – 3 strikes system

Use of foul language

Reprimand – 3 strikes system

Personal detention

Incorrect uniform in lesson or about school

Challenge and refer to PSO

Truancy of a subject lesson

Refer to PL/Attendance/PSO

Subject detention

Parental contact - PSO

 

Dealt with by TiC/HoF

 

Serious disruption (once normal strategies exhausted) by ST

Consequences Procedures triggered

Investigate cause of disruption.

Address teaching/learning if necessary

Faculty provision for appropriate strategies.

Inform PL of actions

 

Dealt with by Form Tutor

 

Incorrect uniform in registration

As appropriate (note in planner)

Persistent incorrect uniform in registration

Refer to PSO – Contact made with parent

Lateness for registration

Normal procedures as per attendance policy

No Planner

Reprimand, Repetition - detention

Poor behaviour in PSE/Registration

3 strikes system

 

 

Dealt with by Progress Leader

 

Failure to respond to faculty strategies

Consideration of Behaviour report

Behaviour persists

Parental interview

Behaviour persists

Refer to SLT/External agencies

Truancy – multiple/repeated

Parents informed, BFL and discussion with senior link deputy

Fighting

Withdrawal from lessons (PL/SMT), Investigation (PSO), consider action needed

Smoking

Letter home, detention - PL

Deliberate damage to school property

Refer to SMT

Detention /BfL/FTE

Letter home

Payment for damage

Persistent use of foul language

Consider action needed Det/BfL/FTE

Persistent contravention of uniform

Contact parents requesting problem to be solved, invitation to attend meeting if necessary

Assault on a pupil

Withdrawal from lessons, Investigation (PSO)

Consider Action

Theft (intention to permanently deprive)

Contact Parents. Consider further action.  Refer to SMT.

Analysis of sims behaviour/on call

Take appropriate action

 

Dealt with by SLT: The Senior Leadership team will act upon referrals from HoF and Progress Leaders.  Certain issues may be of such a serious nature that they will automatically be dealt with by the Head and Deputies, particular cases may include:

 

Fighting referred by Progress Leader

Consider further action

Swearing at a member of staff

Use of on call and consider further action

Physical threat to member of staff

Use of on call and consider further action

Serious assault on another pupil

Consider further action

Possession of an illegal substance

Consider further action

Theft

Consider further action

Possession of an offensive weapon or supply of an illegal substance

Permanent exclusion

 

A  PSP (where a pupil persistently flaunts the Community Code of Conduct) may be initiated following discussion between Progress Leaders and SLT link.  The PSP will include a Reactive Plan to create strategies for staff to most effectively deal with specific triggers / challenging behaviours and attempt to modify the individuals decision making. The possibility of permanent exclusion should always be highlighted however should an improvement not be achieved.  This is explained to all parties at the initial PSP meeting where the PSP is drawn up.

 

On call should only be called in line with the appropriate trigger points upon the Consequences Procedures. Appendix V details the specific roles of the On Call Staff.

 

In exceptional circumstances whereby health and safety of pupils and/or staff is threatened, On Call will provide an immediate response.

 

Please refer to Appendix V for the issues/protocols pertaining to detentions.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

List of Appendices

 

 

Appendix I                Community Code of Conduct

 

Appendix II               Consequences Procedures (flow chart)

 

Appendix III             Consequences Procedures (detail)

 

Appendix IV             Behaviour Management Strategies

 

Appendix V              Detentions – usage and protocol

 

Appendix VI             Detention – specimen letter

 

Appendix VII                        The role of On Call

 

Appendix VIII           BFL – Specimen letter

 

Appendix IX             Behaviour Management Strategies

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix I               DYLAN THOMAS COMMUNITY SCHOOL

 

 

 

Alan’s code of conduct here

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Inappropriate behaviour creates consequences

CONSEQUENCES PROCEDURES [Appendix II]

 

Formal Warning

 

Name displayed upon board

 

 

 

Strike 1

 

Internal classroom action

 

 

 

Strike 2

 

10 min det (ST)

 

 

 

Strike 3

 

30 min det (ST)

 

 

 

On Call

 

1 hour det (TiC/HoF)

 

 

 

On Call x 2

 

 

Behaviour Report (PL)

 

 

On-Call x 3

 

SMT lunchtime detentions

Behaviour Report (PL)

 

 

 

 

Behaviour for Learning

 

 

 

 

Serious misbehaviour can result in earlier intervention with appropriate consequences applied

Fixed Term  Exclusion

 

 

 

 

School Disciplinary Panel

 

 

 

 

 

Permanent Exclusion

 

 

 

 

 

CONSEQUENCES PROCEDURE [Appendix III]

Measure

 

Action/Procedure

Response

Staff Involved.

Formal Warning

Strike 1

 

 

 

 

 

 

Minor classroom behaviour

Linked to Code of Behaviour

  • Arrive on time
  • Show respect
  • Follow instructions
  • Have correct equipment
  • Try your best
  • Complete your homework

Verbal Warning

 

Name displayed

 

Internal classroom

Strategies

Strike marked

Subject Teacher.

Strike 2

 

Persistent minor misbehaviour

Break/Lunchtime

10 mins detention

Subject Teacher

 

Strike 3

 

 

 

 

Continually persistent misbehaviour or non-completion

of homework reported to Head of Faculty

 

30 minute

Detention

 

Recorded in

Planner/Sims

 

 

Subject Teacher

 

On call 1

 

 

 

 

If staff are unable to secure

improvement

 

Pupil removed by SLT/On Call staff

 

 

 

 

On-Call Staff

Subject Teacher

 

60 min detention

 

 

On call 2

 

 

 

 

 

Second On Call within the half-term.

 

Parent informed.

 

 

Behaviour Report PL

 

On Call Staff

 

Progress Leader

 

On Call 3

Parental interview

 

More than three referrals in one

Half term.

 

  • Continued concerns referred
  • Discretion of HOY/Leadership
  • Pupils to resign School Contract.

 

Formal parental meeting

 

Behaviour Report

 

School Contract

 

SLT Detentions (lunchtimes)

 

 

 

Progress

Leader/Leadership

 

(SENCO/BFL/SLT and /or other agencies maybe

Invited)

 

Progress Leader

 

 

BFL

 Persistent misbehaviour/ incidents of a more serious nature

Following BFL:

Pupils to be placed on report.

Monitored by form tutor during daily am registration PL/PSO at the close of the day.

 

PSO print report daily. Liaise with PL

 

Parent to sign report daily.

Progress Leader

 

PSO

 

Parent

 

SLT

FTE

Persistent breaches of the Community Code of Conduct/School Behaviour for Learning Policy

Failure to conform to BFL room expectations.

Extreme cases of unacceptable behaviour.

 

Fixed Term

Exclusion

 

 

 

Progress

Leader/SLT

Leadership Team

PL

PSO

 

 

 

 

Repeated FTE.

Permanent exclusion to be considered if behaviour is not modified.

 

Refer to School Disciplinary Panel

 

SLT

Parent / Pupil Progress Leader

Permanent

Exclusions

A succession of serious incidents or a single incident so serious other sanctions cannot be considered.

 

Pupil formally excluded.

 

Parents informed of their right to appeal.

Permanent

Exclusions

Head Teacher

 

 

 

 

 

 

 

[Appendix  IV  ]

 

Behaviour Management Strategies

There are many ways of effectively managing pupils’ behaviour in the classroom.  Many of the most effective and widely used strategies are given below and we would encourage staff to become familiar with these strategies and use them as part of their teaching toolkit.

Appendix IX identifies the most common and effective strategies for dealing with low/moderate misbehaviour.

We trust that all teachers will know when the need arises for a pupil to be removed from a lesson because their behaviour is either affecting the ability of the other pupils to learn or is risking the safety of anyone in the room.

In this case, the Faculty Referral System or On-Call system should be utilised.

It is critical that all infractions are recorded on sims and followed up.

It is important that staff de-personalise the issue: it is the behaviour that is at fault not the pupil.  To this end, the Community Code of Conduct, Consequences Ladder (and Seating Plans) are displayed prominently, to diffuse the situation.

Consistency of approach is critical to achieving the positive behaviours that are required to facilitate excellent teaching and learning.

The 3 Strikes must be adopted by all staff to ensure consistency across the school.

Behaviour Management should consider praise and rewards as an essential element of classroom discipline.  Please refer to the Rewards Policy together with the school’s Restorative Practices Policy for supplementary guidance.

 

 

 

 

 

 

Appendix V - Detentions – usage and protocol

 

Detentions are the initial sanction to be used in line with the 3 strikes consequences procedures.

 

Staff are able to detain a pupil for a strike of misbehaviour for 10 minutes.  This would ordinarily be staged at a break or lunchtime. In line with the Consequences Procedures a 30 minute detention may be held either at lunch or post school and should be recorded on Sims and the Pupil’s Planner. A more serious detention of 45 – 60 Mins must be staged post school.  It should be recorded on Sims & 24 hours notice provided to parents either via the pupil planner or by direct telephone contact.

 

Staff should be cognisant that detaining a pupil post-school for whatever duration without prior notice is not permissible under any circumstances.

 

Detention activities should, where possible be related to the current programme of work that the pupil is studying.

 

All detentions should be regarded as a consequence that the pupil has chosen, evidenced by their decision making and subsequent behavior.

 

Deliberately failing to arrive at the appropriate time and place of detention will result in a doubling of that detention’s duration.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix VI

 

 

SPECIMEN DETENTION LETTER

 

 

 

 

Date:

 

Dear Parent/Guardian

 

Please note that your son/daughter ____________________________ has been placed in detention from ________ to __________ on _________________________ for the following reason:

 

Lateness to school

Lateness to lessons

Lack of homework

Unacceptable behavior

Internal Truancy

Other

 

___________________________________________________________________________

 

If your child is absent at this time he/she will be placed in lunchtime detention on return to school.

 

Should you wish to discuss this matter further, please contact ______________________ at school.

 

Yours sincerely

 

 

 

 

 

 

 

Appendix VII The Role of “On Call”

On Call is staffed primarily with SMT and experienced teaching staff.

The role comprises both restorative and positive functions with the over-riding aim of facilitating learning and removing barriers to learning.

 

On Call staff are expected to :

 

  • Patrol the corridors to ensure calm and order
  • Challenge any pupils not within classrooms
  • Refer to the timetable hot-spots and visit that (those) lesson (s) to ensure effective learning
  • Restorative interventions at strike 1 or 2 to repair conflict and facilitate successful teaching & learning.
  • Punitive interventions as Faculty Referral stage of the consequences procedures – removal and withdrawal of the identified pupil responsible for the disruption of the learning of others.
  • Collection (pd4) of pupils and escorting them to detention (ST, FT, HOF, PL, SMT)

Collection may be delegated to PSO’s/Faculty colleagues/SLT where appropriate

  • Emergency removal/placement of individuals – PSO, PL, HoF, SLT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix VII

 

BFL Specimen Parental letter

 

 

 

 

 

 

Dear Parent, (name)

 

I regret to inform you of an incident involving your Son / Daughter on (date).  Following an internal investigation led by (staff name) it is evident that (name) was responsible for (infraction) which is in direct  defiance of the schools Community Code of Conduct.

 

(Name) will therefore attend our Behaviour for Learning workplace on (date) and spend the day working independently on appropriate subject material, under the supervision of our BFL staff.

 

I would remind you that the in-appropriate behaviour detailed above could have resulted in a fixed term exclusion.  I know that as a school we can depend on your co-operation and support in preventing any such re-occurrence in the future.

 

Yours sincerely

 

 

 

M Gibbs

Deputy Headteacher