Creatingworldclasslearningcommunities

toLearningRemovingBarriers

AGuidetopositivebehaviour

management

At the Richard Rose Morton Academy ourcore purpose is to ensure that everyone hasthe right to feel valued, towork and to learnin an environment of mutual respect. Allmembers of our community are expectedto conduct themselves in a positivemannerand to support our values of RESPECT,EXCEL,ASPIRE and LEAD that create a safeenvironment in which individuals canflourish and achieve their true potential.Students are encouraged to develop self-discipline and we will work alongsideindividuals to enable them to develop theskills,knowledge and attributes required tobe a successful learner.

It is our belief that any behaviour thataffects our core purpose should be seen asa ‘barrier to students’ learning’andmust bedealt with as such, so that all students at

RRMA can succeed in reaching theirpotential.This leaflet is a guide for parents andstudents covering the process that staff willapply should such barriers occur.

At RRMA we aim to maximise the learningopportunities for students. Removing thebarriers to learning gives students themeans to improve their learning power.

The ‘barriers’ system will not apply to anystudent who uses foul or abusive languageto staff, is violent, or who vandalisesAcademy property. In these instances astudent would be referred directly to theHeadteacher and exclusion would beconsidered.

Wigton RoadMortonCarlisle CA2 6LBTel: 01228 607 545

www.rrma.org.uk

RESPECT EXCEL ASPIRE LEAD

Breach of Academy Codeof Conduct or classroom

expectations

TeamTime Checklist� Uniform

� Equipment� Punctuality

Incidents outside theclassroom

Disruption of teachingand learning

Recorded by TeamLeader

Verbalwarning

Verbal warning- make clear that this is a

formal warning and explainconsequence of choosing tofurther disrupt learning.Record name on board

Repeat/further incident

TL reviews behaviour logduring TeamTime. Student oncall back after TeamTime todiscuss incidents/breaches.Astandard letter (uniform, lates

etc) may be sent home

Repeat/further incident

Teacher Intervention e.g.removed to supervised area,

call-back, detention. If smokinga standard letter should be sent

Action recorded

Interventione.g.moved within class,time-out, call-back.Action recorded

Repeat/further incident

3 incidents in one week= Detention

Action recorded

Department detention,refer to subject leader

Action recorded

3x detention in1/2 term period =

Team Leader Report (Blue)Action recorded

� Behaviour Panel� Review of provision

Further support needed whileat L1 = Guidance Leader

Report (Green)Action recorded

Further support neededat L2 = Learning Leader

Report (Red)Action recorded

Further support needed whileat L3 = Director of Learning

Report (White)Action recorded

LEVELOF

INTERVENTIO

N

L1

L2

L3

L4

� Parents informed� Team Leader/Guidance Mentor meeting� Targets set

� Parents brought in for meeting� Team Leader/Guidance Leader/Mentormeeting

� Targets reviewed - Support plan

� Parents brought in for meeting� Team Leader/Director of Learning/GuidanceLeader/Mentor meeting

� Targets reviewed� Refer to SENCO - Individual Education Plan

Parents are given 24 hourswritten notice. If a studentfails to attend a planneddetention parents must becontacted immediately.If the child cannot be

returned at that time thedetention should be

re-arranged ASAP. Failure toattend the rearranged

detention will result in 1/2day zone isolation.

DETENTION

Additional support if required- Student may be removed tosubject leader, senior teacheror good neighbour if required