Perry Beeches II

The Free School

POLICY DOCUMENT ON
Behaviour for Learning Policy
Ratified by Governing Body

Ref: JL/SBA/T&L Behaviour

CONTENTS

PAGE

Principles of the behaviour policy

Purposes of the policy

Parental Role in Behaviour Management

Classroom Management

Dealing with incidents of:

Aggressive Behaviour
Bullying
Racial Abuse
Smoking/Substances & Illegal dangerous items

8
9
10
11

Guiding principles to ensure effective learning can take place

12

Pastoral tracking of student progress

16

Referrals Procedure

19

Guidelines for using data provided by Sleuth

20

Behaviour Incident (Sleuth) Report Form

22

Rewards

23

Form Notices regarding rewards

24

BEHAVIOUR POLICY
Principles
Student behaviour and success in learning are inextricably linked. Perry Beeches
II The Free School Behaviour Policy reflects this by working to focus on the
encouragement of student attitudes and behaviours which lead to the creation
and maintenance of a safe and supportive climate for learning, underpinned by:
High quality teaching
A stimulating learning environment
Effective rewards and sanctions
Respect Agenda
Good learning and behaviour stem from quality teaching and effective
management of the teaching space. Good behaviour leads to good learning while
poor behaviour leads to disrupted and low quality learning.
Inherent in this policy are the following principles of good management of the
teaching space:
1.

Learning is structured and organised in such a way that high

expectations of behaviour and attitude are set and are made clear.

2.

A positive climate for learning is established through the use of

routines, rules, sanctions and rewards.

3.

Students are engaged in learning through the use of a range of

techniques and strategies.

4.

Teachers display the high value in which they hold education through
their own professional and positive attitudes to students. This can be
clearly seen in the way that they model the language of mutual
respect, their avoidance of over reaction and confrontation and their
capacity to adopt a problem solving attitude to issues in the
classroom.

BEHAVIOUR FOR LEARNING

Purposes of the Behaviour Policy
The policy aims to create a positive, purposeful teaching and learning
environment through:

enabling all staff to feel confident in their responsibility for the effective management of
student behaviour.
encouraging students to develop and maintain positive relationships with both their
peers and adults characterised by mutual respect.
the provision of opportunities for students to fulfil their potential in both a social and
academic context what ever their age, gender, ethnicity, attainment and background.
helping students to understand that they have a choice in how they behave and that
there are consequences for their chosen behaviour.
a system of rewards and graduated sanctions for students related to both academic
progress and success and behaviour.

Parental Role in Behaviour Management

Your role in behaviour management is summarised in the whole school agreement you
signed when your child joined the school. To remind you, the pertinent section is
reproduced below:
Home School Partnership Agreements
At Perry Beeches we want to work with students, parents, staff and governors to create a
school environment that ensures teaching and learning is of the highest quality, where
students enjoy the classroom experience and feel intellectually challenged and stimulated.
We believe in the importance of equipping students with the values and skills that will help
their development and learning for life. We want to build self esteem and confidence and
create opportunities where students, parents and staff know that they are valued. We are
convinced that this can happen when parents, students and staff agree to work together in
partnership.
This Home School Agreement is an agreement to work together.
Agreement
The Parents
I / We shall aim to: Ensure my child attends school regularly, on time, properly equipped and in full school
uniform.
Make the school aware of any concerns which might affect my childs education and
welfare.
Support the schools policies and guidelines for behaviour.
Attend parents evenings and discussions about my childs progress.
To meet with the Headteacher / First Deputy Headteacher to discuss my childs progress.
Become involved with my childs life in school by supporting him/her in areas such as
positive behaviour, homework tasks, talking about the school day and signing my childs
passport.
Parent Signature(s) _____________________________________________
3

CLASSROOM MANAGEMENT PROCEDURES

These procedures support an ethos based on shared aims and mutual respect
where boundaries are clearly defined and where the individuals feel valued. These
procedures reflect the fact that there are aspects of behaviour, which can be taught,
and that in general the use of praise and rewards and the opportunities in the
curriculum have a great effect in motivating students.
As a school we believe that the most effective teaching and learning takes place in a
well-managed environment, one that is calm, happy and safe for the whole school
community. These procedures will help maintain a good working atmosphere in the
school and are based on rewards for good behaviour and academic achievement,
praise, positive reinforcement and resources. If individuals do not then respond a
series of clear warnings, sanctions for disruptive or challenging behaviour should be
adhered to. Having all staff following these procedures ensures fairness and
consistency across the school.
Good classroom management is maintained through shared expectations of
consistently high standards of courtesy, behaviour, effort, presentation of work and
self and punctuality. For the majority of students positive relationships between
teacher and student play a more significant role in maintaining good teaching
culture than any fixed system.
Few, if any, classroom management issues arise when students are properly
engaged in the following way: the lesson has been well planned, learning outcomes
are shared and understood, different strategies are used to reinforce and secure
learning, resources and environment are sufficient and conducive to effective
learning and achievement is recognised. When issues do arise, and are effectively
managed by the teacher, the students: re-engage with tasks, exercise individual
responsibility, respond positively to the teachers intervention, retain respect for
themselves and the teacher and accept the consequences of their behaviour.
Students are more likely to engage in learning if the teacher: has high expectations,
applies rewards, rules, routines and sanctions consistently and fairly. Teachers who
use the language of mutual respect, deploy a range of techniques and strategies,
adopt a positive approach to problem solving, avoid over-reaction and confrontation
have the best relationships.
Within the classroom the teacher has the responsibility for the welfare and well
being of the class. The teacher should frequently refer assessment and rewards to
the Classroom Expectations and Student Code of Conduct, on display in every room
and be explicit about expectations and maintain those standards.
Positive Reinforcement Strategies
Another way of tackling poor behaviour is to coach language ( verbal and body ) in
positive terms so that you are not focussing on one individuals behaviour when
everyone else is behaving appropriately.

Class Teacher should:

Praise and encourage

Positive note in passport
Give merits
Recommend Headteachers award
Positive marking
Have displays

Subject Leader / HOY should:

Praise in front of whole class

Communicate with parents letters / phone calls
Assemblies
Give verbal praise
Give merits
Recommend Headteacher's award
Have corridor displays
Give departmental / year group rewards

Classroom Plan for Challenging Negative Behaviour

Where appropriate ignore and praise someone else

First time rule / expectation is broken State rule / expectation as a

reminder

Second time rule / expectation is broken Warn the student of potential

consequences / issue a yellow slip for low level behaviour

Third time rule / expectation is broken Issue an appropriate detention

break, lunchtime, 10 minute, 30 minute or 60 minute

Continued misbehaviour Referral to next stage

Challenging Poor Behaviour

Stage 1 Class Teacher
Classroom Teacher should challenge and action:

Talking out of turn

Uniform issues *
Only minimum effort made
Forgetting equipment, planner, homework etc *
Wasting time
Interruptions
Making fun of others
Arriving late *
Eating in class
Throwing paper
Mobile phone / MP3 use
Play fighting
Graffiti

* can be moved up levels on a cumulative basis

5

Strategies used by class teacher:

Verbally praise those who are doing what you want rather than challenge
every incident. Put the emphasis on good behaviour, not poor behaviour
Seating Plan
Use of appropriate language with students
Verbal warning
For every negative phrase, challenge or sanction try to counter balance it
with two positive remarks
Reprimand
Choice / consequence of action
Remind students of school rules
Separating / moving students within the room
Yellow Slip
Note in student passport
Extra work set
Detention break / lunch / 10 / 30 / 60 minute
Coaching student into appropriate behaviour choices
Isolation from lesson with colleague
Contact with parents phone call / letter
Subject report
Liaising with Form Tutor
Referrals to Subject Leader / HOY
Use of Sleuth
Liaise with T&L team

Stage 2 Subject Leader

Subject Leader should action:

Vandalism
Rudeness to class teacher
Refusal to follow class teachers instructions
Refusal to leave lesson
Interfering with other students possessions
Preventing teaching from occurring
Preventing others from learning

Strategies used by Subject Leader:

Detentions
Investigation of problem
Observation of lessons
Liaise with parents / carers
Subject reports
Change groups
Isolation from lesson within subject area
Isolation from lesson with external support
Use of Sleuth data
6

Stage 3
HOY should action

Disruption from outside classroom

Refusal to leave classroom
Fighting
Offensive language to staff
Discriminatory language
Bullying
Refusal to co-operate with Subject Leader

Strategies used by HOY

Detentions
Investigation of problem
Observation of lessons
Snapshot Reports
Liaise with parents / carers
Pastoral reports
Change groups
Isolation from lesson for a fixed time period
IBP
Referral to targeted intervention
Seclusion
Exclusion
Use of Sleuth data

Stage 4
SLT should action:

Refusal to co-operate with HOY

Physical abuse to staff
Drug related incidents

Recording and Monitoring of Incidents

All incidents requiring staff action need to be recorded on a Sleuth referral

form see Referral Procedures in Guidance

Detention needs to be recorded in the students passport. Detentions must

be completed within 24 hours.

Staff Responsibilities

All classroom teachers to action incidents indicated in Stage 1 which occur in

their classroom and to ensure that a referral is written for every incident even
if it does not require further action. Teachers should only refer on those
incidents which are listed in Stage 2.

Subject Leaders to monitor referrals from their subject area and to support
colleagues by ensuring that there is follow up action with students and
contact made with parents / carers. Subject Leader will be expected to action
incidents indicated in Stage 2.
7

DEALING WITH INCIDENTS

Aggressive behaviour between students procedures

POLICY
Any display of threatening behaviour to other students in the form of verbal or physical
abuse either on the school premises, or on the way to or from school is strictly forbidden.
This also applies in the case of abuse to students from other schools, members of the
local community and to members of the travelling public.

COMMUNICATION OF POLICY
(a)

Students will be constantly reminded in assemblies and tutor periods about the
rules governing their behaviour towards others.

(b)

Parents will be informed of school policy through both the guidance notes for
parents and through regular newsletters.

PROCEDURE TO BE FOLLOWED
(a)

Incidents of aggressive behaviour between students should be reported to the

Form Tutor, Head of Year or SLT.

(b)

Certain incidents may be dealt with by discussion with the students concerned. A
written account must be filed.

(c)

More serious or repeated incidents will require senior staff involvement and
parental contact, with written records lodged in student files.

(d)

Students who persistently display aggressive behaviour could face fixed term or
permanent exclusion

SANCTIONS
Whilst normal school sanctions such as detentions and `reports' will be appropriate for
most cases, students who display extreme verbal or physical aggression or who launch
unprovoked verbal or physical attacks on others could face fixed term or permanent
exclusion from school. (Racial insults and abuse are also included in this very serious
category).

Bullying Procedures

DEFINITION
Bullying is the wilful and conscious desire to hurt, threaten or frighten someone. It can
take the form of either verbal or physical abuse or intimidation.
POLICY
The Bullying of students by other students either on school premises or on the way to
and from school is strictly forbidden.
Incidents of bullying should always be treated as a very serious matter and should be
dealt with according to the guide-lines listed below.
COMMUNICATION OF POLICY
(a)

Students will be constantly reminded in assemblies and tutor periods about the rules
governing their behaviour towards others.

(b)

Parents will be informed of school policy through both the guidance notes for
parents and through regular newsletters.

PROCEDURE TO BE FOLLOWED
(a)

All staff are asked to watch for and report any signs of bullying such as deterioration
of work, spurious illness, erratic attendance etc.

(b) Where incidents of bullying are detected;

1) All involved should be referred to the Head of Year or SLT.
2) All those involved will be asked to record the events in writing.
3) Discussion to resolve situation with individual and groups of students.
4) Be contacted and interviews arranged where appropriate.
5) Appropriate counselling may need to be made available.
6) A record will be placed in student(s) file(s)
7) All incidents to be recorded in monitoring file.
SANCTIONS
Whilst normal school sanctions such as detentions and `reports' may be appropriate for
some cases, students who display serious or persistent forms of physical or verbal
intimidation could face a fixed term or permanent exclusion from school.
9

Racial Abuse Procedures

DEFINITION
Racial abuse is the wilful and conscious desire to insult, threaten or frighten someone by
reference to their colour, race, beliefs, dress or culture.
EXTRACT FROM RACIAL EQUALITY POLICY
(a)

Rude or insulting comments by students that make reference to the colour, race or
culture of any other student are strictly forbidden.

(b)

Incidents of racial abuse should always be treated as a serious matter and should
be dealt with according to the guide-lines listed below.

COMMUNICATION OF POLICY
(a)

Students will be constantly reminded in assemblies and tutor periods about the
rules governing their behaviour towards others.

(b)

Parents will be informed of school policy through both the guidance notes for
parents and through regular newsletters.

PROCEDURE TO BE FOLLOWED
All incidents of racial abuse should be reported to the Head of Year or SLT.
1) Liaise with the appropriate staff.
2) Require all involved to record the events in writing.
3) Keep a record of the discussions that take place and outcomes.
4) Contact parents and arrange interviews where appropriate.
5) Offer support to the victim.
6) Enter record in student files and also Equal Opportunities file
7) Record incident in monitoring file. (see appendix)
SANCTIONS
Whilst normal school sanctions such as detentions and `reports' will be appropriate for
some cases, students who display serious or persistent forms of racism could face a fixed
term or Permanent exclusion from school.

10

Students Smoking, Taking other Prohibited Substances and bringing Illegal /

Dangerous Items onto School Grounds Procedures
POLICY
(a)

The smoking, inhaling or swallowing of any prohibited substances by students, either on

school premises or on the way to or from school, is not allowed under any circumstances.

(b)

The bringing of cigarettes, illegal and dangerous items, alcohol and any other drugs,
together with matches, fireworks or any other dangerous items / weapons onto the school
premises or on the way to and from school is strictly forbidden.

COMMUNICATION OF POLICY
(a)

Students will be constantly reminded in assemblies, tutor periods and in health education
lessons about the rules governing smoking, the taking of any other substances and bringing
Illegal/dangerous items into school.

(b) Parents will be informed of school policy through both the guidance notes for parents and
through regular newsletters.
PROCEDURE TO BE FOLLOWED
(a)

Students caught smoking should be referred immediately to their Form Tutor, Head of Year
or member of the SLT.

(b)

Students caught in possession of illegal substances or illegal/dangerous items should be

referred as soon as possible to the Deputy Headteacher Pastoral or another senior teacher.

The following action will then be taken:

1) Request made to hand over the prohibited materials or substances.
2) If students are found to be in possession of illegal substances or illegal/dangerous items
the Police will be notified.
3) Letter or telephone call to parents informing them of incident and requesting that they
collect their son or daughter's property from school. If appropriate in more serious
cases parents will be interviewed by a senior teacher and the Police and support
services involved where appropriate.
4) Enter the students name in a file kept in the Deputy Headteacher Pastorals office for
that purpose.
5) A record will also be kept in the students file.
SANCTIONS
(a)

An appropriate sanction such as a detention, seclusion or exclusion for students who smoke
cigarettes on site with additional sanctions taken against persistent offenders.

(b)

Students who show a blatant disregard for either their own safety or the safety of others
by:i bringing onto or possessing illegal substances or illegal/dangerous items/weapons on
the school site and/or
ii encouraging the use of illegal substances or illegal/dangerous items/weapons on the
school site and/or
iii taking illegal substances or bringing illegal/dangerous items/weapons on the school
site could face permanent exclusion

11

GUIDING PRINCIPLES TO ENSURE EFFECTIVE LEARNING CAN TAKE PLACE

The climate in a classroom has an important effect on the quality of learning that takes
place there. Measures of a positive classroom climate include:

a recognition by students that the teacher treats them fairly and is committed to
teaching them

effective classroom routines, such as the way students enter and leave and the way
lessons begin and end

strategies for making learning dynamic, interesting and challenging

a concern that students should feel secure, both in terms of the physical environment
and emotionally

classroom displays which support learning and are up-to-date

table and seating arrangements which are varied to suit different teaching strategies
and student groupings, so enhancing the learning process

Every time students enter a classroom they respond according to their perceptions of how
issues such as those above are being supported and implemented.
The classroom climate is more likely to be conducive to learning if teachers:

make the most of lesson beginnings by being in the classroom before students arrive
share lesson objectives with students / support staff

move quickly into the lesson itself

make the most of lesson endings by leaving time to review what has been covered

set the scene for the next lesson

set up efficient homework routines and make this work appropriate

display all students work regularly

use different arrangements of furniture for different activities

over time, speak to each student individually about things that interest them

use language in a way that builds relationships and raises students self esteem.

Routines
Established classroom routines that students are familiar with are a common feature of
effective lessons. Some effective routines are:

The teacher is waiting at the door to meet and greet the students at the very start of
the lesson

The teacher ensures that the students enter the classroom in an orderly manner and
asks them to quickly get their books out and get ready to learn

The teacher begins the lesson promptly by making clear the context for the lesson
and its objectives in a way students understand. This conveys the expectation that
students will learn something of value during the lesson
12

All latecomers are challenged at some point during the lesson, on arrival students
settle to task quickly

The teacher describes and explains the structure of the lesson and gives timings for
various elements or tasks

The teacher shows interest in the students and the work and, as a consequence, the
students engage positively with tasks, anticipating a challenge and interest

The teacher organises the time effectively so that there is an opportunity at the end
of the lesson for a plenary, which includes a period of reflection on what was learned.
Students understand the importance of this to their learning

The teacher gives high status to the importance of homework by giving the
necessary amount of time to introduce it and to give the students a chance to ask
questions and to check their understanding

The teacher controls how students leave the lesson, so that departure is orderly.

Beginnings and Endings

The importance of lesson beginnings and ends cannot be overemphasised. When planning
lessons consider how you will make the most of the beginnings and ends of lessons.
You can use a number of simple tactics to start your lessons more productively:

Be at the door to meet and greet students as they arrive. Be welcoming and
positive. Smile at all of them, even ones you regard as difficult or uncooperative

Engage the class in the first minute with something about todays lesson, or
something positive and memorable from the last one. Alternatively, use a stimulating
starter activity

With the potential for learning at its greatest, the lesson beginning is the crucial
moment during which to emphasise what you want all students to learn and why.
Have the lesson objectives written on the board and clearly and quickly identify the
expected learning outcomes using language with which the students can easily
engage

Get straight into the lesson leaving the register and collecting of homework until later

There are some simple tactics you can use for more organised and productive endings to
the lesson:

End early. Dont try to cover too much and leave up to 10 minutes to finish the
lesson properly

Use the last part of the lesson for a plenary group or individual reflection on what
has been learned

Ask students to identify two or three key points they have learned from the lesson
reviewing these key points could be part of the homework routine

Set the scene for the following lesson

Have clear routines for an organised departure and have some way of saying
goodbye and thanking students for a good lesson.
13

The Physical Environment

The physical environment has a significant impact on how students feel about their learning.
In effective classrooms, teachers work at creating a room where it is evident that learning is
its purpose. When students enter the room they are given clear messages about the
importance of learning and about what is expected of them; notices and displays reinforce
these points. The furniture need not always be in the same place but it is organised to help
them learn.
Research has shown that an important component of the classroom climate is the quality of
the display. Display is intended mainly to support learning but it can also reflect the
teachers enthusiasm for their subject and make a dull classroom attractive and exciting.
Displays can provide information such as key words or key facts, reinforce good habits
through the use of key questions or stimulate curiosity, by offering new information, a
puzzle or a challenge.
Language for Learning
What teachers say and how it is said has a significant impact on students. This influences
how students perceive the relationship between themselves and the teacher, which in turn
affects their commitment to learning. It is the way that teachers show their commitment to
the principles of respect, fairness, challenge, support and security.
The types of language that teachers can use to influence students motivation and learning
are:

The language of success give students the message that you have confidence in
them and their abilities

The language of hope encourage students to adopt the attitude I can do it and I
need some help

The language of possibility students often put limits on what they think is possible,
believing in some way a task or subject is beyond their capability. By careful choice
of language, teachers can create a climate of greater possibility which will influence
students views of themselves

Remove the language of failure try to avoid telling students they are wrong. As
well as being demotivating it does not encourage students to see mistakes as a vital
part of learning.

Use no-blame culture avoid appearing to blame students for their lack of learning.
Uses phrases such as when you finish, I know you can, which part didnt I explain
well enough, what do we need to remember here? Etc

The following strategies can also help to create a better climate for learning:

Smile often. It promotes confidence

Use open and welcoming body language

Although you cannot speak to every student individually every lesson, over time try
to notice and say something positive about each of them

Make eye contact with students, especially as they are answering questions
14

Use polite language to model the tone of responses you expect

Try to keep your voice pitched low and avoid shouting

Try to use praise, frequently but not indiscriminately. Reward progress and
achievement of targets. Students will value the praise if it is clear that it is deserved
because of their efforts and achievements. Students in challenging classes tend to
respond more positively to praise given to them directly

Encourage students to be supportive of each other, to listen and respond with

respect

Avoid putting students on the spot use strategies to ensure students feel safe to
answer

Reviewing every lesson

To develop practice it is essential to review what went well in a lesson and what may need
to be developed. Below are some suggested questions you may like to ask yourself:

Was the lesson well planned with a good pace and variety of tasks and methods of
working

Was work differentiated?

Was information on individual students accessed prior to the lesson levels, SEN,
Gifted and talented etc

Was it a 3 part lesson?

Did you take account of different learning styles?

Was your style of questioning differentiated, challenging, purposeful and interactive

Were routines effective?

Was the environment suitable?

Were students grouped appropriately?

Were students able to reflect on their learning?

Was the lesson delivered with motivation and variety?

Did you follow the schools classroom management procedures?

Were any incidents of misbehaviour challenged and appropriate action taken?

Did you praise students / give out credits?

15

PASTORAL TRACKING OF STUDENT PROGRESS

Academic Tracking

Academic tracking cohorts and analysis of students progress to be identified and

reviewed on a termly basis coinciding with the data produced for each termly report.
Therefore the data gathered from the Autumn Term reports will be analysed to
identify the cohort for monitoring in the subsequent Spring Term. The Spring term
data for the Summer Term cohort and the Summer Term reports for the following
Autumn Term cohort.

Data from the reports to be transferred into an excel document using a traffic light
system. The traffic light system will have a formula with varying parameters set to
take account of the VA data. In the summer term the data can be compared directly
with the predicted and so therefore there is no need for set parameters. In KS4
identify from the data underachievement in English and Maths reflected by a negative
or neutral VA.

The Head of Year to identify all students underachieving in 3 or more subjects. They
will then cross reference this list to identify which of these students is already being
supported as their underachievement has already been identified through the
behaviour or attendance analysis or through SEN department.

If a students primary reason for underachievement is due to an attendance or

behaviour issue then the student will continue to be supported through this avenue.
If the student is underachieving and attendance or behaviour is not the primary
reason for this then they will be supported through the academic tracking cohort.

The Head of Year to complete the analysis of this data and to complete the relevant
documentation identifying the academic cohort.

The Head of Year will also produce an analysis of each cohort identifying how many
students have improved whilst on the cohort.

Cohort information will be placed by Head of Year on spreadsheet on the VLE in

Pastoral area and will contain year on year information for each cohort..

16

Behaviour Tracking

Each half term Head of Year to be provided with referral data for their respective
year group. Data to include incident count by student, incidents by subject,
involvement by behaviour, incidents by period and days of the week, involvement
by ethnicity and gender, involvement by tutor group and incidents by staff member

Head of Year to analyse data and to identify a cohort of students whose behaviour
is causing concern. Students to be assigned a lead member of staff from the year
team who will take responsibility for that student for the forthcoming half term.
This will include regularly meeting with the student and mentoring them, meeting
with the parents / carers as well as placing the student on report to monitor their
progress.

Students can be placed on a Form Tutor, HOY, Senior Middle Leaders, SLT report or
a Pastoral Support Plan.

At the end of each half term each Head of Year will analyse the progress of
students on the cohort and will complete an analysis of each individual students
progress whilst on the cohort prior to identifying their new cohort.

Each half term an overall school analysis identifying the number of students who
have improved their behaviour whilst on a cohort.

This procedure allows for earlier identification of students and placement at which
level of provision. This ensures a more consistent supportive approach for students
and a systematic approach for referring students for additional support and for the
next stage of intervention. It is essential that at each stage every student receives
positive and proactive intervention and guidance, particularly higher up the stages
at IBP and PSP stages.

All staff monitoring student progress to use data provided by Sleuth, attendance
data and academic progress data to discuss any concerns with students and
parents / carers.

Attendance Tracking

Every six weeks the HOY will identify the target list which will consist of all the
students not achieving 96% attendance and to use a staged approach with the
member of staff who will provide support. This will either be a Form Tutor or Head
of Year.

The allocated worker is to support, motivate and encourage the student and parent
/ carer to improve attendance. Actions to be recorded on target list.

At the end of each week the Head of Year will monitor and ensure that all
recordings are complete.

A SLT member to meet with the Head of Year to discuss the cohort and strategies
to raise attendance and improve punctuality. Head of Key Stage to target students
who make no improvement from Cohort to Cohort and implement procedures for
improvement.
17

In-depth review / analysis of attendance completed each term to include review of

number of staff involved, actions taken, improvements as well as a breakdown of
ethnicity, geographical residence of students, vulnerable children etc.

This procedure ensures that a variety of staff are involved within a staged approach
and that we are giving a consistent message and promoting whole school
attendance and punctuality.

Punctuality Procedures

Every student that arrives late for school will be issued a 30 minute detention and a
phone call will be made to parents.

Any student who receives 2 or more lates per week will receive a 1 hour detention.
A meeting with parents will take place.

Students who continually arrive late for school will face further sanctions and their
parents may be contacted by the Education Welfare Service.

18

REFERRALS PROCEDURE

Referrals are written as the result of an inappropriate incident occurring in the

classroom, (you will have already tried to address the situation in your room before
referring the student) or at break or lunchtime. Referrals must also be written for
information only and to make other staff aware of action already taken.

Please ensure you complete your referral as soon as possible and before the end of the
working day delays will effect the impact of the action taken. Remember it is a public
document.

Referrals that do not require immediate action need to be placed in the referrals
box in the staffroom. If a referral requires immediate action this needs to go straight to
the Subject Leader or Head of Year.

Ensure that the basic information on the top of the Referral Form is completed and
accurate and please print your name legibly.

Include the names of 2 or 3 students / staff who witnessed the incident and who could
make a statement if the incident requires verification. The person actioning the
referral should arrange to interview the named students supported by another member
of staff if necessary - as soon as possible. Secretarial staff may be used as scribes if
necessary and available.

If the referral is being actioned by the Classroom Teacher, Form Tutor or Subject Leader
the course of action will be written up on the referral sheet and placed in the referrals
box in the staffroom.

The person taking ACTION will investigate the incident and decide upon the course of
action to take and feedback within 24 hours to the member of staff by memo or verbally.

If the matter is deemed serious enough for Seclusion this must be discussed with the
Head of Year and SLT.

If the matter is deemed serious enough for fixed term exclusion this must be discussed
with the Headteacher before a decision is taken. Only the Headteacher or the delegated
authority can authorise a fixed term or permanent exclusion.

Form Tutors will receive updated information weekly on students, in their form, who
have received referrals.

Head of Year will receive a weekly overview of which students in their year group have
received referrals.

An analysis and breakdown of referrals will be generated half-termly and distributed to

Head of Year/Subject Leader/SLT.

19

GUIDELINES FOR USING DATA PROVIDED BY SLEUTH

Form Tutors
As provided with weekly incident accounts for individual students within their form
To use this data to discuss the incident with individual student and where necessary
classroom teacher making referral.

There may also be the need to discuss concerns with parents and to place student on
report to monitor progress.

When a student is receiving concerns from a variety of curriculum areas will need to
discuss this with the HOY in order to take appropriate action.

Subject Leaders / Head of Year

Are provided weekly with summary listing of all incidents from their curriculum area. Also
each half term receive an analysis of their curriculum area identifying involvement by
behaviour, incident by period, incident by day of the week, student involvement by gender,
incidents by staff member, detention issued and for what reason.

To use this data to support colleagues with challenging student misbehaviour, this
may involve taking retrospective action as well as using the data to initiate a proactive
approach.

This will involve discussing incidents with team members and advising them on what
is the appropriate action to take, discussing incidents with students, mediating
between student and staff, contacting parents/having parent meetings, seating plan/
moving groups, extra work set, placing on department report, issuing a detention,
isolation within department.

Using the data provided to identify potential hot spots or possibly a particular concern
over a type of behaviour and putting into place a whole team approach to tackle
issue. This may include identifying particular periods of the day/week and working
collaboratively as a team to support each other for example, this may involve
isolating students for colleagues, team teaching or peer observation to share good
practice.

Liaising with relevant HOY for support.

HOY
Are provided with summary list of all incidents and incident count by student for year group
weekly. Also each half term receive an analysis of their year group identifying incidents by
subject, involvement by behaviour, incidents by period and days of the week, involvement
by ethnicity and gender, involvement by tutor group, incidents by staff member and
detentions issued and for what reason.

To use this data to support colleagues with challenging student misbehaviour, this
may involve taking retrospective action as well as using the data to initiate a proactive
approach.
20

This will involve discussing incidents with classroom teachers and Subject Leaders and
advising and supporting colleagues in taking appropriate action.

This will involve discussing with Form Tutors and a year team adopting a team
approach in supporting colleagues and challenging student misbehaviour.

To challenge concerns with student, mediating between student and colleagues,

liaising with parents, issuing detentions, placing student on report, IBPs and
exclusions.

To identify concerns with individual students as well as with types of behaviour and to
take a proactive action by liaising with colleagues to establish targeted intervention.

To use the data available from Sleuth to discuss concerns with parents.

21

BEHAVIOUR INCIDENT (SLEUTH) REPORT FORM

Name

Form

Date

Staff

Period
Location

Time

Before
School
Classroom

Reg
AM
Not
Specified

Break

Lunch

Corridor

Dining
Area

Playground

LRC

PE

Off
Site

Assembly

Reg
PM
Buses

LSA in class

Yes

No

Cover Lesson

Yes

No

Subject

Arguing with staff

Bullying

Disturbing others

Inappropriate body
language towards
teacher
Misuse/Abuse of
equipment

Inappropriately dressed

No Passport/Equipment

More than 5 mins late to

lesson

Out of seat

Racist remarks

Refusal to follow
instructions
Verbal abuse of staff

Sexualised
behaviour/remarks
Violent or Threatening
behaviour to staff

Vandalism/
Graffiti

Possession of illegal
substance/offensive
weapon
Truancy
Other

Stage 1 Class Teacher

ACTION TAKEN
Breaktime /
Lunch Detention

Fighting/Hitting another
student
Lack of work/homework

After school 10
min detention

After school
detention: 30
min
Date:

Parents
contacted

Spoken to
about Conduct

Referred to
Subject Leader
Stage 2

Stage 2 Subject Leader

Parents contacted

Spoken to about
Conduct

After school
detention: 30 min
Date:

After School
detention: 60 min
Date:

Referred to YT/
SENCO Stage 3

Stage 3 - Referred to YT/ SENCO

Breaktime/
Lunch Detention

After school 10 min

detention

Spoken to about
Conduct

Seclusion
Date:

After school
detention: 30 min
Date:
Exclusion (Days)

After School
Parents contacted
detention: 60 min
Date:
Referred To SLT Stage 4

Stage 4 Referred to SLT

Breaktime/
Lunch
Detention

After
school 10
min
detention

Seclusion

Date:

After
school
detention:
30 min
Date:

Signed off / entered

YT seen

After
School
detention:
60 min
Date:
Date
Date

Please place further information overleaf

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Exclusion
(Days)

Parents
contacted

Spoken to
about
Conduct

After
School
Toilets

REWARDS
There will be many opportunities for students to receive a reward:

Academic

Pastoral

Literacy

Citizenship

Headteacher Award

All rewards (merits) will be recorded on a merit board which will be displayed in each Form
Room. The merits will add up so that students can achieve:

Bronze certificate
Merit reward pen
Silver certificate
Reward pencil case
Gold Certificate
Reward pen set

There will be a further opportunity to reduce the costs of end of year trips depending on the
number of rewards achieved.
For students who achieve 100% attendance/punctuality and no referrals there will be a
reward trip at the end of each term.

23

How to gain Academic Merits

Outstanding presentation of work and homework
Making a positive contribution in lessons
Exceptional effort in a lesson
Showing leadership skills
Achieving your individual target grade
Completing all of your homework in a half term
How do Merits add up?
Each time you get a Merit, it is recorded in your Passport
to Success on your Record of Merits page
Every week, this gets put onto the School Database and
Form Notice Board- you will see your Merits grow as you
continue to succeed
Every milestone earns you a reward
10 Merits = Bronze Certificate
20 Merits = Merit Reward Pen
30 Merits = Silver Certificate
40 Merits= Perry Beeches Reward Pencil Case
50 Merits = Gold Certificate
60 Merits = Perry Beeches Reward Pen Set
At any point, you can earn a Headteachers Award by making
an outstanding contribution or exceptional progress.

24

PASTORAL REWARDS
Each week, every student that gains 100% attendance, 100%
punctuality and no referrals will receive a merit from their Form
Tutor.
These add up on your Records of Merits pages of your
Passport to Success and go towards your rewards total on the
school database and on the merit chart in your form room.
If a student maintains this throughout the term, they will be
eligible for the end of term reward trip or Disco!

DONT FORGET
As well as these individual rewards, your Head of Year will
announce which Form Group has had the best attendance and
punctuality each week and which form group has managed to
get through the week with the least amount of referrals.
This will be recognised at the end of each term in a Presentation
Assembly, where you will also be rewarded by individual Subject
Areas and your Form Tutors if you have made exceptional
progress or an outstanding contribution over the term
And.at the end of the year, if you have made it through with
100% attendance, punctuality and no referrals- you may even get
a discount towards Our Day Out

25

LITERACY REWARDS SYSTEM

How to gain Literacy Merits
You gain literacy merits by including any of the Words of the
week in your work.
You can only earn one literacy merit per lesson, regardless of
how many Words of the week you use.

How do merits add up?

Each time you use a Word of the week and receive a merit,
it is recorded in your Passport to Success on your Literacy
Merit page.
Every week you add these to your merits total for your Form
Tutor to record.
Each fortnight the Literacy Leader in your form will record
the amount of Literacy Merits you have.
The amount of Literacy Merits you gain can earn you prizes
and even a praise postcard home.
15 Literacy Merits =

Praise postcard

Most Literacy Merits in your form = ???

Most Literacy Merits in your year group = ???
Including complex vocabulary in your work will not only gain you
merits and prizes, but help you achieve a higher level/grade!

Words of
the week
26