Behaviour for Learning

Revised September 2013

Aim: To be an outstanding school

Mission Statement
As a Church of England school our mission is to be one where each individual is valued and respected.

We meet the needs of all our learners by offering them every opportunity to learn and develop in order to fulfil their potential.

We will celebrate our skills, talents and successes within a community founded upon Christian values.

We will develop an ethos for learning and achievement based on outstanding teaching, a challenging, enriching and relevant curriculum made possible by high standards of behaviour. Rewards and consequences will be consistently applied to support learning. We aim to provide the best possible educational experience for all of our community within a wellordered and purposeful learning environment. As a Christian school each child is treated and valued as an individual with their own specific needs and talents. The correct use of praise is the key tool to motivate and encourage a growth mindset; sanctions are used to moderate and to raise awareness of acceptable behaviours which will enable students to learn and thrive; restorative approaches are implemented to rebuild relationships. We ensure that our Behaviour for Learning Policy follows the latest guidance documents from the Department for Education (Appendix 1).

Christs Code of Conduct

These codes have been put together from the ideas of staff and students. Every member of the school has played a part in creating them; therefore, every member of the school has a responsibility to see them carried out. This is the minimum expectation. Classroom Code To learn and achieve effectively in your lessons, we should:

Arrive at lessons calmly, on time, dressed properly and equipped to learn. Listen carefully to each other and follow instructions. Follow the behaviour for learning policy Corridor Code

Thank you for

Walking quietly on the left hand side. Not entering the main school building (apart from the canteen) until 8.10am. Going straight to your next lesson. Eating only at break times in the canteen or at the tables outside. Only going to your lockers before school, break times or just before afternoon lessons. Canteen Code

Thank you for

Queuing up sensibly and not pushing in. Selecting your food quickly and politely with your account topped up to ease payment. Sitting down to eat your food. Not taking food out of the canteen. Returning plates and cutlery to the tables provided. Putting all rubbish in the bin.

By keeping to these codes, you present yourself and the school in the best possible light. You also play your part in making sure that the highest quality of teaching and learning is able to take place.

Christs Courtesy Code

The Courtesy Code has been created by the Christs School Council putting together feedback from students and staff about how students conduct themselves within our school community. The vast majority of Christs students are excellent role models and ambassadors for positive behaviour and hard work. With this in mind our students agree to follow the schools behaviour for learning policy and to adhere to the following basic principle: To come to school every day, on time, properly equipped with the correct uniform and ready to learn The Courtesy Code guides student behaviour and attitude around school. However, the Code also applies beyond the school gates where students are wearing school uniform or representing the school. The Courtesy Code has three clear and simple expectations: Students agree to: be polite, respectful and considerate to other students and members of staff at all times; treat all equipment, buildings and surroundings with care and respect and keep them clean and tidy; behave in a way that does not harm or interfere with the learning or play of other students

Rewards for adhering to the Code

Verbal praise, telephone calls home, good news letters should be used as much as possible to create and reinforce positive relationships at all times. They should be recorded by the teacher on SIMS wherever possible and a note made by the student in their planner. House Points should be awarded by all departments and students log their rewards on their mystickers.co.uk account. The number of House Points received by students is monitored by the Form Tutor, Head of Year, and Head of House. Individual progress is reviewed weekly and used as a basis for discussion and further achievement. The amount of praise should significantly outnumber the number of consequences issued. House Points All students are members of one of our four Houses: Attenborough, Dickens, Elizabeth and Turing. The houses are competing in academic, sporting and extra-curricular competitions to win the prestigious House Cup and Greenwood Shield. All house points awarded to students count towards these competitions. House Points give instant recognition and motivation for achievements in subject areas, and from Heads of Year and House. When deserving recognition for outstanding performance or effort, students will be given a sticker with a unique reference code which they must then log on their mystickers.co.uk account. Here students can login to see what competitions they have gained entry to, how they compare to other students in the tutor group, year group and across the school, and can purchase items at the shop with the points they earn. Teachers, Heads of House and Year will closely monitor and track achievement. Students will be entered for competitions and prize draws as they increase the reward points collected. Examples of actions gaining a House Point

Contribution
Excellent group work Leading/coaching groups or teams Significant contribution to a lesson Attendance at clubs Helping on Open Evening/ After school event etc. Charity work/ fund raising Representing the school Participating in assembly Representing the form

Resilience
Persevering Risk taking Responding positively to feedback Showing resilience when faced with a challenge 100% attendance per term 100% punctuality per term Taking pride in work

Being outstanding
Exceptional effort Above and beyond target grade work Outstanding homework Outstanding test results Outstanding classwork Sustained high level of progress Winning sporting event/ extracurricular Exceptional personal quality

Platinum, Gold, Silver and Bronze certificates are awarded in House Assemblies to students as they gain more and more House points.

Consequences for breaching the Code

It is essential that staff handle breeches of the Code of Conduct calmly, without raising their voice and taking care to avoid escalating the situation. It must be made clear to students what the consequences of their behaviour choices are and clarify the behaviour about which you are concerned. All consequences are designed to modify behaviour; the aim should be to create a positive outcome by ensuring teachers have the authority to issue sanctions for poor behaviour, enabling learning and teaching to happen whilst at the same time restoring positive relationships between the member of staff and the student. 1. If misbehaviour occurs during a lesson it will initially be addressed by the class teacher. A sanction will be issued. The sanction will include discussion, reconciliation and agreement on future behaviour. If a student persists with poor behaviour he/she should be removed to a colleagues room and the incident followed up by the Subject Leader. If necessary SLT support will be requested. 2. Referral to Head of Department Any student who persistently disrupts the learning of the class, or has had to be removed from a lesson, will be referred to the Head of Department who may decide to place the student on report to him/her for that subject for a minimum of two weeks. The Form Tutor and the Head of Year should also be informed. 3. Referral to Head of Year If a student continues to disrupt the learning and teaching of lessons despite being on report to the Head of Department the matter will be referred to the Head of Year who will review behaviour across all subjects. Parents will be invited into school to discuss the matter and the student will be placed on report to the Form Tutor (Level 1) or Head of Year (Level 2). Students should NOT be sent out of the classroom and left in a corridor. The teacher must ensure that the class is working on a task and then remove the child for a time-out break in order to avoid a confrontation within the classroom but students should never be unsupervised. The student who is removed should be given the Thinking and Reflecting Card as part of Christs focus on restorative approaches. Students should not be directed to go to the Learning Support Department or to the Curriculum Support Team. In an emergency a student should be sent to reception to request assistance from the Senior Leadership Team. Each member of staff must ensure that they are aware of the location of a colleague to whom they may send students causing concern for every lesson they are timetabled to teach.

Classroom procedures:
C1: C2: First verbal warning (name on board) Second warning resulting in a lesson (name ticked) 10 minute detention that afternoon with Form Tutor C3: Half-hour hour detention the following night (name ticked twice) Note of detention recorded on SIMS and student to make a note in the planner and teacher to initial. You must ensure that you include a comment on SIMS as to why the detention has been given and go to Room 90 on the designated day to collect the student for the C3. C4: One hour detention the following night (name ticked three times) Note of detention recorded on SIMS and student to make a note in the planner and teacher to initial. You must ensure that you include a comment on SIMS as to why the detention has been given and go to the Room 90 on the designated day to collect the student for the C4.

Detention Procedure:
1. Tutors complete afternoon registration. 2. All students with C2, C3 or C4 remain with Form Tutor until 3.10pm so that all C2s are completed. 3. Tutor brings students with C3 and C4 detentions to Room 90 at 3.10pm. 4. Students line up with Form Tutor outside Room 90, in silence. 5. SKI or VMC registers each student and directs them where to sit. 6. Heads of Year are also present to assist. 7. VMC/SKI manage the handover of students to teachers. 8. Teachers take students to teaching bases to complete reconciliation and detentions. It is crucial that some reconciliatory discussion takes place to ensure that further lapses in behaviour do not occur. Behaviour should then be monitored by the subject teacher and if necessary the Head of Department and praise used as a means to ensure that students are able to make progress. Where students have more than one detention on a given day, the student would usually complete the longer detention(s) first. Students who persist with unacceptable behaviour choose additional and escalating consequences as described in the sanction schedule. Learning and teaching must not be disrupted

Sanction Schedule:
Poor punctuality - being late for morning registration or more than 5 minutes late for a lesson Consequence Morning late detentions to be completed with the Form Tutor on the same day C2 Persistent offenders to be referred to the Head of Year - C3 Students who arrive after Tutor time in the morning should sign in at Reception C3 Lesson lates should be followed up by subject teachers/Heads of Department using C2-4 as appropriate Students who are persistently late across different lessons should be referred to the Head of Year. Poor uniform - High standards of presentation are required at all times. Whenever the school uniform is worn, it must be complete and not mixed with non-uniform clothing (see uniform list in planner). This includes when travelling to and from school. Consequence Warning/C2 given in the first instance. C3 for subsequent incidents of incorrect uniform; persistent offending will necessitate being sent home to change. Lack of equipment - forgetting equipment, exercise books, text books, pens, pencils, calculators, compass etc. (see equipment list in planner), PE kit Consequence Warning/C2 given in the first instance. Persistent lack of equipment C3 Misuse/inappropriate use of technology - ear phones out / mobile phones being turned on / visible Consequence C3 and confiscation of the phone. The phone should be returned to the student on completion of the C3 detention on the following day. Phone should be stored in the school safe (Mrs H Gill will store them. Phones should be placed in an envelope with the students name and tutor group and then signed and dated by the teacher.) Eating in class/chewing gum anywhere on site Consequence C2 in the first instance, escalating through C3 to C4 for persistent offenders Out of Bounds: 1. Beyond a line from the corner of the allotments to the corner of the tennis courts playground (excepting the cricket nets in summer) 2. Around the back of the Sports Hall/Pavilion, canteen, Music Centre, Art room 3. Students must never cross the marked red lines around the school. Consequence Students will serve a lunchtime detention clearing in the canteen or litter picking around the school Disrupting learning - interrupting the lesson; low level off task chattering; refusing to follow instructions; distracting other students. Consequence C2 through to fixed term exclusion depending on circumstances

Defiance failing to follow instructions/ comply with requests from a member of staff arguing with a teacher; Consequence C3 through to fixed term exclusion depending on circumstances

Swearing/verbal abuse of a teacher. Consequence C4 through to fixed term exclusion depending on circumstances

Bullying- belittling another student eg name calling/cyber-bullying; physical contact with another student; racist or homophobic comments Consequence C3 through to fixed term exclusion depending on circumstances

Inappropriate use of social media technology Facebook, BBM etc. Consequence C3 through to fixed term exclusion depending on circumstance.

Fighting/assault even when provoked and retaliatory in the first instance. Consequence C3 through to fixed term exclusion depending on circumstances

Truanting Consequence C3 through to internal exclusion depending on circumstance

Smoking: Christs is a no-smoking school. Students should not be seen smoking in school uniform when travelling to and from school, nor should they smoke anywhere in the vicinity of the school during the school day. Consequence Offenders will serve a C4 for a first offence. Students will also be referred to the substance misuse worker. Persistent offending will result in an internal exclusion and ultimately in a fixed term exclusion.

Use/possession of illicit substances Consequence C4 through to fixed term exclusion depending on circumstances

Being under the influence of alcohol, stimulants or drugs. Consequence Fixed term exclusion; referral to the substance misuse worker

Stealing Consequence Internal exclusion in the first instance

Deliberate damage to school property (repair costs incurred also). Consequence C4 through to fixed term exclusion depending on circumstances

Damage to personal property of student, staff member (repair costs incurred also). Consequence C3 through to fixed term exclusion depending on circumstance.

The sanction schedule will apply for misbehaviour in and around school as well as on the way to and from school. Other students will face sanctions if they choose to associate with students who commit any of the above offences. Students may be internally excluded for the following reasons: Repeated breaches of the Codes and repeated misdemeanours as outlined above Students may be permanently excluded for the following reasons: A serious breach or persistent breaches of the Codes and where allowing the student to remain in school would seriously harm the education and welfare of the student in question or others in Christs. Examples of a serious breach might include: Dealing in illegal substances/solvents Assault on a member of staff (serious/physical) Possession of an offensive weapon including a penknife In accordance with DfE guidance, the school will take account of the specific circumstances of students and will have regard to legislation concerning equal opportunities, SEN, disability and vulnerable students.

Students giving cause for concern:

Students who persistently disrupt learning and disregard the school Code of Conduct and/or the Courtesy Code will be monitored and supported as laid down in Christs Intervention Pyramid. There are 4 levels of intervention which include varying degrees of monitoring, supporting and engagement with parents/carers: Level 1: FORM TUTOR MONITORING Parental meeting or conversation with the Form Tutor to discuss behaviour (usually after about 4 behaviour incidents have been recorded in one half term). Student to be placed on Form Tutor report (green) with agreed targets for improvement for a minimum of two weeks. The student must complete the report on a daily basis. At the end of the day the report should be signed by the Form Tutor and then a photocopy made for the student to take home to parents. The original should be filed in students records. Level 1 interventions will be considered as appropriate. A review meeting/discussion must be scheduled at the end of the report period to review the progress made or to consider alternative sanctions or strategies.

Level 2: HEAD OF YEAR MONITORING A parental meeting must take place with the Head of Year to discuss behaviour if there has been no improvement whilst on Form Tutor report and there is a need to progress to a Head of Year report. Student to be placed on Head of Year report with agreed targets for improvement for a minimum of two weeks. The student must complete the report on a daily basis. At the end of the day the report should be signed by the Head of Year and then a photocopy made for the student to take home to parents. The original should be filed in students records. Level 2 interventions will be considered as appropriate. A review meeting/discussion must be scheduled at the end of the report period to review the progress made or to consider alternative sanctions or strategies.

Level 3: SENIOR LEADERSHIP TEAM MONITORING A parental meeting must take place to discuss behaviour if there has been no improvement whilst on Head of Year report and there is a need to progress to a Senior Leadership Team report. Student to be placed on Leadership Team report with agreed targets for improvement for a minimum of two weeks. The student must complete the report on a daily basis. At the end of the day the report should be signed by the member of the Leadership Team monitoring behaviour and then a photocopy made for the student to take home to parents. The original should be filed in students records.

Level 3 interventions will be considered as appropriate. A review meeting must be scheduled at the end of the report period to review the progress made or to consider alternative sanctions or strategies.

Level 4: HEADTEACHER MONITORING If there has been no improvement with a Senior Leadership Team report, the student will have one final chance to redeem him or herself. A meeting will take place with the Headteacher and targets will be agreed. These will include registering with the Headteacher every morning at 8.00am and remaining in school until 4.00pm each day. Level 4 interventions will be considered as appropriate. The student must demonstrate clear evidence and desire to remain at Christs and must not demonstrate any negative behaviour. Student to attend a Governors meeting as a final warning

APPENDIX 1:
We ensure that our Behaviour for Learning Policy follows the latest guidance documents from the Department for Education, currently dated September 2012: Ensuring good behaviour in schools: a summary for headteachers, governing bodies, teachers, parents and pupils Behaviour & discipline in schools: a guide for headteachers & school staff Use of reasonable force: advice for headteachers, staff and governing bodies Screening, searching and confiscation: advice for headteachers, staff and governing bodies Exclusions from maintained schools, Academies and pupil referral units in England: a guide for those with legal responsibilities in relation to exclusion

APPENDIX 2: Internal Exclusion (IE) Procedure

What is the purpose of internal exclusion? To provide students with an opportunity to reflect on their behaviour and the negative impact it has on other students learning. To have a clear consequence for unacceptable behaviour To provide a more effective alternative to external exclusion because exclusions are often perceived as an extra day off school. Who can put a student into internal exclusion? Heads of Year can recommend that students are placed in IE in consultation with a member of the Senior Leadership Team (SLT) What happens next? All parents are contacted by phone or email All parents receive a letter in the post giving further details about the IE A copy of the referral for IE and the letter are placed on the students file The role of the Curriculum Support Department Discuss the reason for the IE and possible strategies to avoid any future behavioural issues. Ensure that students have work to complete. Complete the IE Report at the end of the session The role of the subject teachers of students in internal exclusion Check email and listen in briefing to see if any students are in IE Ensure the work is passed to the Curriculum Support Department with clear instructions Ensure that students receive feedback on work set Discuss any concerns with your Head of Department and the relevant Head of Year as necessary Follow up to internal exclusion There is a staged response to IEs depending on how many IEs a student has had, as explained in the letter to parents Typical follow up actions are likely to include: o the student going on a report to monitor future behaviour and progress o parents being invited in for a meeting with appropriate staff