Behaviour Management Policy.docx - Crestwood Community School

Behaviour Management Policy 1

Behaviour Management Policy

Updated: January 2015 Review Cycle: 3 years

T. Nash and K. Lewis


Crestwood College Behaviour Management Policy

Rationale: The aim of this policy is to set out our expectations for the effective management of behaviour at Crestwood College. It is based on our aim to provide a safe, secure and caring environment for all stakeholders, where all members of the working community possess self-discipline, respect and consideration for others. It aims to help provide students with the opportunity to reach their full potential and enable them to take a positive and active role in the life of the college. Through this policy our aim is to create an effective atmosphere with the emphasis on a culture where we continually strive to develop high-quality teaching and learning and focus on students’ success rather than failure. It is an Inclusive policy which is based on good relationships centred on rewards and praise and where the explicit sanctions provide a clear framework of support for all students. In summary, the Behaviour Management Policy aims to:

● Promote high self-esteem and foster positive attitudes

● Provide high-quality teaching and learning experiences for all

● Develop students’ self-discipline and independence in learning

● Develop consistency in the application of sanctions and rewards

● Provide the opportunities for all students to fulfil their potential

● Encourage all students to recognise and respect the rights of others

● Enable students to be on task and make good progress in their learning

● Promote Inclusion


Rewards Policy At Crestwood College good behaviour and discipline are expected and considered essential to foster an environment which allows students to learn and flourish. We aim to promote the values of courtesy, respect, honesty and trust, as well as encouraging students to be enterprising and develop their initiative. In order to achieve this we wish to recognise, encourage and reward students for displaying positive attitudes and behaviour and for achieving well in all aspects of school life. We employ a range of strategies to promote this, which might vary according to the individual profile of each student or cohort. Below are examples of the types of reward offered by the school. The list is not exhaustive.

● E-praise Points System with rewards

● Recognition certificates for consistent good progress and attainment

● Awards Ceremony – annual evening to award prizes for achievement

● Year 11 Certificate evening – awarding GCSE certificates and subject prizes

● Student Ambassadors – Years 8 to 11 – awarded responsibility for positive

contributions to the school

● Reward trips – linked to points/ good record of behaviour/achievement

● Vouchers for students making the most progress

E-praise points can be awarded for

Completing work to a high standard including homework

Helping others

Taking part in extra curricula activities

Put in effort over and about what is asked

Taking part in house competitions (house points)


To award points go to https://www.epraise.co.uk/index.php and enter your log in details. Then select award points, the class you would like and then student. You are also able to add bulk awards to one class. One point can be awarded per pupil at one time and they are linked to the ASPIRE theme or house points. These points build up and students can choose from a variety of rewards. Staff have a maximum of 600 points they can offer in one week.

https://www.epraise.co.uk/index.php


Dealing with inappropriate behaviour When dealing with incidents of unacceptable behaviour it is important to remember the following points:

DO Don’t

● Be clear about the rules – give firm reminders of the “5 Golden Rules”

● Remain calm before and whilst dealing with the incident

● Focus on the primary behaviour (tactically ignore secondary behaviour)

● Offer a physical outlet (walk around the room to calm down)

● Make a physical change (move seats / move others etc)

● Give child space to calm down ● Use short sentences / clear

messages ● Acknowledge child’s perception ● Use calm body language ● Offer simple choices ● Use positive corrective language ● Speak with the student following

an incident prior to the next lesson with them

● Be consistent and always follow up incidents according to the guidelines in this policy

● Keep a record of all incidents in the SIMS Behaviour Log

● Raise your voice where possible

● Confront pupils if it will escalate the problem

● Set whole class detentions as they are unfair on those students who do behave appropriately and this causes unnecessary resentment

● Corner a child, let them walk

It is also important to:

● Give praise for good / positive behaviour

● Seat all students where you wish them to be

● Deal with any incidents when you can resolve them in an appropriate way

● Speak with the student following an incident prior to the next lesson with them

● Take responsibility for the pupils in your class and ensure high expectations

at all times


Lines of Referral Procedures for dealing with poor behaviour must be followed rigorously so that the systems work smoothly, students are dealt with swiftly and consistently and so that all staff and students know the consequences of behaviour


Choose the child you would like to log an incident for and select

behaviour management

Select new and then choose from the drop down menus. You must

complete all sections


Chose the most relevant and the most significant

reason The location is the place in the school

This is the subject you are teaching the

child

This is the time of day

If no further intervention is

required then the matter is resolved

This is the section where you log your actions, ranging from talking to the child to

exclusion


Mrs. K. Dawkins, Head Teacher Shakespeare Road, Eastleigh, Date: ______________ Hampshire SO50 4FZ Telephone: (023) 8064 1232 Fax: (023) 8062 9373 [email protected]

www.crestwood.hants.sch.uk Dear Parent/Carer Student Name:- ______________________________________________ Tutor Group:- ______________________________________________ Detention set by Department:- __________________________________ Date of Detention:- ______________________________________________ Your child has been given a detention after school on the above date for 30 minutes because he/she failed to comply with the school rules by:-

Wearing incorrect uniform

Persistent lateness to lesson

Unauthorised use of a mobile phone

Continual low level disruption

Refusal to comply

Rudeness to a member of staff

Failure to complete homework If your child does not attend this detention on the date specified, they will be expected to attend on the next school day. If they have a genuine reason for not attending on the above date, please contact the relevant member of staff. We would ask for your cooperation in ensuring that this problem does not occur again. Yours sincerely

Signed _____________________________ Date ______________________

mailto:[email protected]

mailto:[email protected]

http://www.crestwood.hants.sch.uk/


Date

Name/Address of parent/carer

Student: Name/Tutor group

Dear

Your child has been placed in a Senior Leaders’ detention after school on (date), for one hour

for (reason).

We would like to stress the importance of attendance at detentions and that failure to attend a

Senior Leaders’ detention could result in an exclusion.

We are grateful for your co-operation and support in this matter.

Yours sincerely,

Senior Leader/Year Leader


Detention Guidelines Please note that all incidents must be recorded on SIMS and the teacher that first dealt with the incident does this. The incident will then by updated by the follow-up section with the outcome, if necessary.

Duration 30 minutes 45 minutes 60 minutes 8.45 to 4.00pm Determined by circumstance

Sanctions Tutor Class Teacher Middle Leader

(YL/SL) S.L.T Internal Exclusion Fixed term exclusion

Types of Behaviour

For uniform and Late (1) please see other guidance. No

equipment 20 minutes

No homework Poor effort Swearing

Lesson Disruption Inappropriate

behaviour Missing equipment

Refusal to comply

Missed class teacher detention

Damage to property Rude to staff

Subject Truancy E.O.C* Late 2

Missed ML detention Contraband

Late 3

Swearing at staff Violent behaviour

Bullying Theft

Racist incident Two EOC’s in a day

Extreme violent behaviour

Offensive weapon Illegal Contraband Sexual misconduct Continual unwanted

behaviours

Informing parents

Isolation – phone home

Late – contact home via phone

call, if contact can’t be made send a

letter No equipment- note in planner

Note in planner, phone home and

send letter

Inform middle leader. Middle

leader to contact home if no answer

send a letter

Inform Year Leader/SLT Middle Leader to Phone

home, inform Head teachers PA to send

a letter

YL to inform SLT. YL to contact home, complete referral. Phone, if message has been left I.S

staff to contact home again.

SLT decision. YL to contact home and

complete paper work with Head Teachers

P.A.

Place Tutor room Class room Internal Exclusion G12 Internal Exclusion

The attendance officer will inform the Year Leader of the students and which level of detentions students are on regarding accumulative late’s. Late 1 - 3 lates a week = 30 minutes detention Late 2 – 3+ lates a week = school detention Late 3 – consistently late = SLT detention


Emergency On Call (EOC) How to call EOC?

Subject Leader or next senior member of staff Phone college mobile number 07880 994638.

Send responsible student to reception who will then phone the above number.

Please also refer to “Lines of Referral” in this policy document Examples of incidents that warrant EOC

Abusive swearing at staff

Possession or use of an illegal substance

Any physical assault by one student on another

Violent fight in and around the college

Physical violence to staff

Repeated refusal to do what the Subject Leader asks.

Missing from lesson, truanting.

What happens when EOC comes?

The EOC will try to diffuse the situation to allow the learning to continue. In some cases it may be necessary to remove the student.

If a student is removed then the department must set a 45 minute detention and contact home

If a student receives two EOCs in one day, or three in any school week, they will be placed in Internal Exclusion.

Follow up procedures to an EOC

The SIMS Behaviour Log must be completed.

The Subject Leader or teacher where the incident occurred should phone home to inform parents of what has happened.

The detention which has been set should be managed by the department, class teacher or Subject leader, so the behaviours can be addressed.


Behaviour Reports

Crestwood College will use the electronic report card found in SIMS. A student may be placed on report due to consistently unwanted behaviours. A discussion will occur between the tutor, YL, student and parent. The report card is designed to support students adapt their behaviour and affect a positive change. A student can be placed on report by Year Leader or SLT. This will be decided on the level of behaviour exhibited and seen via Crestwood College behaviour log. Students who appear on the behaviour log more than twice a week for unwanted behaviours should be put on report by the Year Leader and then this will be monitored by the tutor, if the pupil then continues to get things wrong then the year leader will monitor this. In extreme circumstances SLT will monitor the pupils progress via the rep If a student does not show the expected progress in new behaviours, then further measures will be put into place, eg.

● Case review ● Internal Exclusion ● Inclusion Support Team ● Fixed Term Exclusion

How to fill out a SIMS report card

If a pupils name is in red then they are on report


Select behaviour management and scroll down to report card,

select open

Select the date, your lesson, then tick if target has been

achieved and if you wish write a comment


Protocols for Day-to-day Isolation Isolation will be used for pastoral and behavioural issues, including uniform, where Internal Exclusion in not deemed appropriate, for example EOC. This will be discussed with SLT and the Year Leader. The length of isolation can vary through a school day depending on the discussion with the Year Leader and SLT. During a school day if a child is in incorrect uniform they are to remain in isolation until contact with home can be made. Students being isolated will be placed with the tutor, Year Leader or an appropriate member of staff. Under no circumstances should a child be placed in isolation unsupervised outside classrooms. Rules for Isolation

Student is to remain in isolation the whole time and is not permitted to go out

for lunch time or break time.

Student must be allowed to eat and drink and lunch time and break time.

Student is to complete all class work in isolation.

Student work is to be sent for, students are not to go and collect the work.

There is a student runner available to help get the work if you contact

reception.


Protocols for Internal Exclusion The aim of Internal Exclusion (IE) is to provide an extra layer of support and intervention for those students for whom exclusion is a growing risk. IE will be used for cases of serious and continued disruption or refusal to comply with the school’s expectations. It will not be used to isolate students who have been removed from lessons through the “Emergency On Call” system or other ad hoc basis. These latter cases will follow procedures for Day-to-Day Isolation. (see separate guidance in this Policy document) Students will be targeted and selected for IE by the Senior Leadership Team. Please refer to page 6 for reasons why a student may be place in IE. Procedures

Once students have been identified to be placed in IE the following procedures will be followed:

A phone call to Parents / Carers by YL’s to inform them of what will happen

and this will be logged on referral form on Goggle drive (please see below). Parents to be informed that the student will be in IE until 4pm.

At the start of the day, Inclusion Support Assistant will collect the student(s) and bring them to IE.

Students will sit and work in silence from the work which will be supplied. Part of this work will include time to work with Inclusion Support Assistant on

reflection and reintegration strategies. A record that this conversation has taken place will be kept by Inclusion Support Assistant.

Lockers are provided and all students will lock their belongings away. (including mobile devices)

If students refuse to attempt the work, we will extend the time they will stay in IE.

Students will not eat or drink, outside of lunch or break times, other than water which will be provided.

Desks will be checked at the start and end of the time the student is in the IE to ensure there is no graffiti. If any is found, the student will be told to remove it.

Refusal to comply with the rules of IE will result in further sanctions which may include exclusion.

Students will have lunch / break times in IE to avoid contact with their peers during the school day. Students will be escorted to the toilets / canteen by the member of staff and be expected to return promptly. They must not be allowed to wander the school site. Inclusion Support Assistant will be responsible for keeping a register of those students placed in IE and producing the relevant statistical data as required. From this data, the Inclusion Manager in liaison with SLT / YL’s, can make further decisions regarding additional intervention as required.



Summary Guidance for the use of Physical Restraint This summary guidance refers to the use of restrictive physical intervention (restraint) which we define as “when a member of staff uses force intentionally to restrict a child’s movement against his or her will”. Who can restrain? Under what circumstances can restraint be used? Everyone has the right to use reasonable force to prevent actual or potential injury to people or damage to property. Injury to people can include situations where a child’s behaviour is putting him or herself at risk. In all situations, staff should always aim to use a less intrusive technique (such as issuing direct instructions, clearing the space of danger or seeking additional support) unless they judge that using such a technique is likely to make the situation worse. Teachers and other authorised staff may also use reasonable force where a child’s behaviour is prejudicial to the maintenance of good order. Staff should be very cautious about using restrictive physical intervention under such circumstances, as it would only be appropriate in exceptional circumstances. Restraint should never be used as a substitute for good behaviour management, nor should it be employed in an angry, frustrated, threatening or punishing manner. Although all staff have a duty of care to take appropriate steps in a dangerous situation, this does not mean that they have to use restraint if they judge that their attempts to do so are likely to escalate the situation. They may instead issue a direction to stop, call for additional assistance or take appropriate action to make the environment as safe as possible (e.g. by clearing the room of children). Where it is anticipated that a individual student’s behaviour makes it likely that they may be restrained, a risk assessment and intervention plan should be developed and implemented. What type of restraint can be used? Any use of physical force should be consistent with the principle of reasonable force. This means it needs to be in proportion to the risks of the situation, and that as little force is used as possible, for as short a period of time, in order to restore safety. Some advice from draft summary guidance Before physical contact:

Use all reasonable efforts to avoid the use of physical intervention to manage children’s behaviour. This includes issuing verbal instructions and a warning of an intention to intervene physically.

Try to summon additional support before intervening. Such support may simply be

present as an observer, or may be ready to give additional physical support as necessary.

Be aware of personal space and the way that physical risks increase when a member

of staff enters the personal space of a distressed or angry child. (Staff should also note that any uninvited interference with a student’s property may be interpreted by


them as an invasion of their personal space.) Staff should either stay well away, or close the gap between themselves and the child very rapidly, without leaving a “buffer zone” in which they can get punched or kicked.

Avoid using a “frontal”, “squaring up” approach, which exposes the sensitive parts of the body, and which may be perceived as threatening. Instead, staff should adopt a sideways stance, with their feet in a wide, stable base. This keeps the head in a safer position, as well as turning the sensitive parts of the body away from punches or kicks. Hands should be kept visible, using open palms to communicate lack of threat.

Where physical contact is necessary:

Aim for side-by-side contact with the child. Staff should avoid positioning themselves in front of the child (to reduce the risk of being kicked) and should also avoid adopting a position from behind that might lead to allegations of sexual misconduct. In the side-by-side position, staff should aim to have no gap between the adult’s and child’s body. This minimises the risk of impact and damage.

Aim to keep the adult’s back as straight and aligned (untwisted) as possible. We acknowledge that this is difficult, given that the children we work with are frequently smaller than us.

Beware in particular of head positioning, to avoid clashes of heads with the child.

Hold children by “long” bones, i.e. avoid grasping at joints where pain and damage are most likely. For example, staff should aim to hold on the forearm or upper arm rather than the hand, elbow or shoulder.

Ensure that there is no restriction to the child’s ability to breathe. In particular, this means avoiding holding a child around the chest cavity or stomach.

Do all that they can to avoid lifting children.

Keep talking to the child (for example, “When you stop kicking me, I will release my hold”) unless it is judged that continuing communication is likely to make the situation worse.

Do not expect the child to apologise or show remorse in the heat of the moment.

Use as little restrictive force as is necessary in order to maintain safety and for as short a period of time as possible.

After an incident It is distressing to be involved in a restrictive physical intervention, whether as the child being held, the person doing the holding, or someone observing or hearing about what has happened. All those involved in the incident should receive support to help them talk about what has happened and, where necessary, record their views. (This should be a Senior Leader). Staff should inform the Head Teacher as soon as possible after an incident of restrictive physical intervention; parents / carers should also be informed. The physical intervention record sheet should be completed as soon as possible, and in any event within 24 hours of the incident. There should also be a review following the incident so that lessons can be learned to reduce the likelihood of recurrence in the future. Power of members of staff to restrain students A member of the staff of a school may use, in relation to any student at the school, such force as is reasonable in the circumstances for the purpose of preventing the student from doing (or continuing to do) any of the following, namely –


Committing any offence,

Causing personal injury to, or damage to the property of, any person (including the student himself), or

Engaging in any behaviour prejudicial to the maintenance of good order and discipline at the school or among any of its students, whether that behaviour occurs during a teaching session or otherwise.

Subsection applies where a member of staff of a school is –

on the premises of the school, or

elsewhere at a time when, as a member of its staff, he has lawful control or charge of the student concerned: but it does not authorise anything to be done in relation to a student which constitutes the giving of corporal punishment within the meaning of section 548.

Violent Incident Reporting in Schools Violent incidents are occurrences of an aggressive nature that may include a range of actions towards employees including the following, which is not an exhaustive list:

Aggressive physical contact with or without injury

Non-physical aggressive behaviour (e.g. verbal abuse, threats, spitting)

Violence towards staff or property

Damage towards personal or council property

Cyberbullying (e.g. aggression or threats using email, internet or text messaging

services)

Incidents where weapons are used or brought onto the premises.

Any member of staff who considers that they are a victim of an aggressive incident, such as one of those listed above, may fill out a VIR Form and pass it to the Head Teacher with other information. Action may be taken in accordance with the policy and then the Head will forward this to the Children’s Services Health & Safety Team in accordance with the simple routing instructions on the form. It is considered unacceptable for any member of staff to expect to personally experience aggressive or violent behaviour when they go to work each day and therefore it is strongly recommended that all incidents of an aggressive nature are reported as a matter of routine.


Exclusion Guidance The Crestwood College Exclusion Policy must read alongside Guidance for Hamphire Schools paper, Spring 2012 www3.hants.gov.uk/education/parents-info/education-exclusion.htm Procedures that should be followed for all exclusions with particular reference to long fixed term exclusions 16 – 45 days in any one term, block or accumulated All exclusions For all incidents that may require an exclusion a detailed account of the actual incident must be produced. If relevant, events leading up to it, with witness statements, including one from the student involved. For all incidents an information report form must be completed. This information must then be presented to the Head Teacher. If the accumulation of this evidence is not immediate then the parent / carer must be contacted to explain that there may be an exclusion and that they will be informed of the length when all the evidence has been gathered. Once the decision is made, the Year Leader or Senior Leadership Team attached member will contact home. The Senior Leadership Team member will complete the exclusion (yellow slip) and pass to SLT PA.

A letter will be sent

For exclusions over one day work must be arranged by the Year Leader to be sent home.

Governors Discipline Committee In preparation for the LA and the Governors Discipline Committee to review the exclusion(s) the following information must be available. The relevant Year Leader should collate this information.

Detailed account of the actual incident including (where relevant) events leading up to it with witness statements, including one from the student. (This must include a detailed information report form).

A synopsis of events which culminated in the fixed period exclusion, over a period of

time, i.e. Information Report Forms, behaviour logs, conduct logs, etc.

Pastoral Support Programme including IEPs reflecting how student’s needs have

been addressed and whether targets have been met.

SEN perspective – Education Psychology / Teacher Adviser reports and any

supporting SEN papers (e.g. copy of statement of Special Educational Needs, last annual review, support programmes, etc.)

Educational Psychologists report and how recommendations have been

implemented.

Information regarding the involvement of other agencies,


Copies of any previous fixed period exclusions to include information report form, statements including one from the student being excluded. (We should ensure this procedure is followed for every fixed period exclusion).

Details of relevant contact with and / or involvement with parents / carers.

Attendance records over the last 12 months.

A summary of the student’s strengths and abilities in relation to NC Key Stages, e.g.

a copy of recent academic reports, SATs results, CAT scores, etc.

The key to keeping on top of this very time consuming process is to ensure that for every exclusion an incident report form, statements from witnesses and a statement from the student being excluded is attached to the copy of the letter of exclusion. This can then be filed by SLT PA in the exclusions file.


Exclusions Guidance notes Fixed term exclusion 5 days or less

Notification to parent / carer immediately, postal notification to representative of Governors Student Discipline Committee (GSDC) and LEA

No requirement for GSDC to meet unless parent wishes to make representations.

GSDC has no power of reinstatement or mitigation

There are no rights of Independent Appeal

Fixed term exclusion 6 – 15 days (block or accumulated in any one term)

Notification to parent / carer immediately, postal notification to representative of GSDC and LA

No requirement for GSDC to meet unless parent / carer wishes to make representations. (GSDC must meet with 50 school days from the date of notification of the exclusion. LA recommend as soon as possible)

Parents may make representations to the GSDC orally and / or in written form.

LA may be invited but not a requirement

GSDC has power to uphold, reinstate or mitigate the length of exclusion (although time served will remain as served and a note will go on student’s file)

There are no rights of Independent Appeal.

Long fixed term exclusions 16 – 45 days in any one term, block or accumulated

Notification to parent / carer immediately, postal notification to representative of GSDC and LA.

GSDC to meet within 15 school days from the date of the receipt by the GSDC of exclusion.

Parents may make representation to the GSDC orally and / or in written form

LA must be consulted in order to assess whether LA statement and / or attendance at the GSDC is appropriate.

Full paperwork must be provided prior to the meeting. It is the responsibility of the Year Leader responsible for the student’s year group to oversee this process and ensure that all of the paperwork is in place and present the papers for approval to the Senior Line Manager of the relevant year group.

LA may provide a written statement to all parties where applicable.

The exclusion must be used to plan for the child and a PSP (Pastoral Support Programme) should be put into place if not already initiated.

GSDC has the power to uphold, reinstate or mitigate the length of the exclusion (although time served will remain as served and a note will be placed on the student file).

There are no rights of Independent Appeal.

Permanent exclusion

Notification to parent / carer, GSDC and LA immediately

GSDC to meet within 15 school days from date of receipt by the GSDC of a notice of exclusion

Parents may make representation to the GSDC orally and / or written form.

The LA must be invited to the meeting at a time convenient to all parties.


Full paperwork must be provided prior to the meeting. It is the responsibility of the Senior Line Manager responsible for the student’s year group to oversee this process and ensure that all of the paperwork is in place. The Head Teacher must be kept informed throughout the process and be presented with the papers for approval.

LA will provide a written statement to all parties.

Governor Student Discipline Committee has the power to uphold, or reinstate the student immediately or by a particular date. They should write to the parents and LA informing them of their decision within one school day.

If reinstated the exclusion remains on the student’s record as a mater of fact, but the reinstatement is added.

Parents have the right to make an appeal to an Independent Appeals Panel (IAP) even if they do not attend the Governors Student Discipline Committee meeting and / or if they do not wish their child to be reinstated to the excluding school. They must do this within 15 school days from the receipt of notification of the Governor Student Discipline Committee decision to uphold the permanent exclusion.

The decision of the IAP is final and binding on all parties.

Reintegration

All students should be seen, preferably with their parent on return from exclusions:-by the year leader and/or Senior Leadership Team.

The times for the reintegration interview to be agreed by the Year Leader and Senior Leadership Team – it does not necessarily have to be at 8.30 a.m. It could be anytime during the return day.

Any work set must be brought back in by the student.

The reintegration may have to include a meeting with any aggrieved colleague before the student returns to their lesson.

The student will be placed on the relevant Behaviour Report card with targets issued.


Signed Headteacher: - ______ ________________ Print Name: - __KRISTA DAWKINS_______________________________

Signed Chair of Governors: - ______ ____________ Print Name: - __ANGELA WRIGHT_______________________________ Date: - ___16 March 2015________ Updated: - January 2015 Review Date: - January 2018

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Behaviour Management Policy.docx - Crestwood Community School