Woodbury School

Positive Behaviour

POLICY

REVIEWER: Lisa Gulley

DATE OF ISSUE: January 2018

DATE OF REVIEW: May 2019

NEXT REVIEW: May 2020

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DEVELOPING AND CONSOLIDATING GOOD BEHAVIOUR FOR LEARNING

Our policy is to work with our pupils to marginalise unacceptable behaviour by promoting good behaviour; intervening to both consolidate behaviour that is good and enable behaviour that is not good to improve.

We believe that:

We do not have to be the victims of unacceptable behaviour. We can be the managers of good

behaviour.

Good behaviour does not happen automatically.

Our policy for developing, consolidating and promoting good behaviour needs to permeate life in all aspects of our school.

Good behaviour is something we expect of our pupils therefore it is something that is to be learned

through our teaching and the way we model our expectations.

All pupils must have the opportunity to feel respected and valued in our school

Developing, consolidating and promoting good behaviour is too important to be left to individual staff. We have to work together and be consistent.

Our policy and the practice that emanates from it will succeed if we all take a part in owning it.

The implementation of our policy for developing and, consolidating and promoting good behaviour

needs to be monitored and evaluated.

Follow the DfE guidance on Exclusion from maintained schools, Academies and pupil referral units in England, Reference: DFE-57501-2012

2

Our

practice on inclusion

Our practice

on well being

Our practice on teaching and learning

OUR PREFERRED PRACTICE

Our practice on care and

guidance

Classroom discipline plan

WOODBURY SCHOOL POLICY FOR DEVELOPING

BEHAVIOUR FOR LEARNING

Duty of care

Sanctions

Interventions to modify

unacceptable behaviour

SCHOOL WIDE CONSEQUENCES

Behaviour code

Rewards

Interventions to consolidate

acceptable behaviour

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OUR PREFERRED PRACTICES ARE AT THE HEART

OF OUR POLICY

AND INCLUDE:

Using Rights, Responsibilities, Rules and Routines as a basis for transforming and improving behaviour for learning;

Using a non-confrontational approach;

Emphasising the fact that behaviour is a choice, and that it is owned;

Using a least intrusive to most intrusive style of managing unacceptable behaviour;

Utilising related consequences;

Developing positive corrective styles;

Promoting and supporting positive behaviour;

Using the principle of “cool off time”;

Supporting the dignified use of “time out”, “isolation”, or carefully considered "Physical intervention"

Utilising the support of colleagues

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Everyone at

WOODBURY SCHOOL

has the following

RIGHTS and RESPONSIBILITIES

RIGHTS and RESPONSIBILITIES

To learn and teach and do what is expected

• To allow others to learn and teach and do what is expected

• To come ready for learning, teaching and what is expected of you (on time, dressed for work, fully equipped, with a positive attitude)

• To try hard to achieve in all aspects of School life

To be treated fairly, politely and with respect

• To care for and respect everyone

• To be open, honest and polite

To feel and be safe physically and emotionally

• To work, play and move around safely

• To break the silence on bullying or any form of abuse

• To try and understand each other and help others belong

To know our possessions are safe

• To respect other people’s possessions

To have a positive, happy and safe environment

• To respect and care for our environment

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Classroom discipline plan for pupils

• We respect the rights of others, and carry out our responsibilities

1

• We arrive on time to lessons 2

• We are dressed according to our dress code 3

• We have the correct equipment for the lesson 4

• We sit down, remove coats, listen, and are prepared to learn 5

• We listen when others are talking. 6

• We follow instructions 7

• We respect the rights of others to make contributions without interruption 8

• We discuss our work with others in a quiet voice 9

• At the end of the lesson we make sure that everything is tidy and wait to be dismissed 10

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All staff, particularly those leading the learning tasks are responsible for having these or a similar set of routines on display wherever they are teaching, and all staff should refer to them.

All sections of our School may have subject and or site and or location specific routines, and rules.

These routines should:

• have been created in partnership with pupils

• be on display

• be referred to when responding to pupil behaviour

• take account of curriculum considerations and the learning needs of our pupils

• include the use of a seating plan so it is clear who sits where

• clarify work requirements and expectations

• use a least intrusive to most intrusive approach for when a corrective intervention is needed

• have a “time out” or “exit” plan agreed with other adults working in the lesson or location

Rules and routines should cover the following:

• The way we talk/communicate

• The way we learn

• The way we move

• The way we treat each other

• The way we solve problems

• The way we keep ourselves and others safe

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CORE ROUTINES FOR STAFF IN LESSONS

Have a seating plan so pupils know where to sit from the start

Have the lesson fully prepared

Have a settler activity ready for pupils to do as soon as they enter

A member of staff to be by the door, on the outside at the start of each lesson

Meet and greet pupils showing through the questions asked that the pupil is known in a personal way, encourage the pupil(s) to start the settler

Until the corridors clear, help colleagues by keeping pupils moving along

When the corridors are clear, go into your classroom

REGISTRATION

Pupils are to remain in classrooms

If you feel a pupil needs to be allowed to go, it should only be by using the exit or timeout agreement with the other staff present

Reward and praise positive behaviour, letting pupils know that they are being appreciated

Develop and use a system of low level “consequences” within the class

Actions for unacceptable behaviour are applied at the end of the lesson

Ensure the classroom is tidy and equipment checked at the end of the lesson before pupils are dismissed

A member of staff should stand by the door at the end of the lesson to supervise the exit of pupils

Supervise the exit of pupils, and encourage them to move on

Record all positive and negative events on the system being used

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Our School-wide “duty of care”

Routines for pupils when out of class areas and for when they are engaged in out of class or out of school

activities will be on display or explicit in a way that they can be referred to when corrective interventions are

made.

Our "duty of care" routines with regard to supervision will be explicit on which member of staff should be

where, and what is expected of them in terms of supervision. Our duty of care will involve us in:

• Corridor supervision

• Public area supervision

• Playground/outdoor supervision

• Dining room/indoor social area supervision

• Out of school learning supervision (sporting events, visits/trips/excursions etc.)

We are all responsible for following up out of class incidents for which we have had to make an

intervention.

Staff with responsibility for school leadership and management will ensure that there is clarity about School

“duty of care” procedures.

Central to any policy is its consistent application and a shared responsibility for its Implementation.

See it - Sort it

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OUTLINE ROLES AND RESPONSIBILITIES

The Tutor

Has pupils allocated for welfare, care and guidance

Ensure all behaviour points are up to date and correct

Is the key person within the referral system

Needs to regularly access all information about their pupils and make regular phone calls home.

Will keep informed enough to be able to monitor and support their pupils in a proactive manner, liaising with staff as and when necessary

Will be informed and involved where possible in all contacts with parents/carers.

The Staff

Secure outstanding teaching and learning, inclusion, wellbeing, care and guidance.

Look for and reward positive behaviour as a priority

Prevent and minimise where there is a likelihood of negative behaviour

Encourage positive behaviour and correct negative behaviour

Apply appropriate consequences for both negative and positive behaviour

Repair and rebuild after correction and consequences for negative behaviour have been used

Ensure that all positive and negative events are recorded Attend and or contribute to meetings and reports which lead to additional support and or interventions

for pupils in their cohort so as to secure the best possible behaviour for learning

The Pastoral Manager

Is a senior member of staff who works with our pupils in partnership with: the Tutor, Teachers, the

support staff and the SENCO. Will monitor the behaviour for learning exhibited by pupils in ensuring that both interventions to

modify unacceptable behaviour and interventions to consolidate acceptable behaviour are made in a proactive way

Will be available to communicate with/contact/meet parents/carers

Will keep Tutors and Teachers informed about their pupils

Is a member of support staff whose work is based in the College

Ensures that pupils can be isolated if necessary

Liaises with the Tutors, Teachers, and the SENCO, other staff, on further intervention if necessary

The Teachers

Take responsibility for the learning progress being made by pupils in specific subject / curriculum

areas, and devise the learning programs Manage pupils behavior as and when it occurs and uses relevant strategies to de-escalate incidents

The Teaching Assistant

Is a member of the teaching staff who takes responsibility for the learning progress being made by identified individual pupils or groups of pupils?

Manages the Behaviour of the pupil and uses relevant strategies to de-escalate incidents Supports the teacher/instructor in preparing materials for and actually delivering the programme of

learning

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The SENCO

Ensures that all staff are aware of the individual needs of every pupil

Ensures that staff are planning to ensure that pupils achieve their targets in terms of learning and

behaviour as identified in plans(EHC) to which we are held accountable

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CONSOLIDATING GOOD BEHAVIOUR

Positive relationships make everyone feel good.

• Staff will praise pupils wherever possible in an effort to ensure further motivation for improvement.

• The ultimate rewards for our pupils are the skills, knowledge, qualifications and attitudes, which will enable them to choose their own future and fulfil their potential.

• The reward for us is the satisfaction of knowing we have made a difference to the life chances of the next generation

Our response to good behaviour

• A smile, a nod, a “thumbs up”

• Private praise

• Public praise

• Positive note on work

• Positive points recorded, tallied, and resulting in a positive consequence

• Positive event recorded

• Letters of praise sent home

• Displaying work

• Commendations for sustained good work or effort

• Prizes, trips, vouchers.

• Academic Certificates

• Parental/Carer contact

• Positive personal letter sent home by class teacher

• Positive personal letter sent home by SLT

• Achievement celebrated in assembly

• Letter from Horizon care

• Letter from someone that matters to that pupil

• Presentation at an Awards Ceremony

• Personal meeting between parent, pupil and Head teach

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MODIFYING UNACCEPTABLE BEHAVIOUR

Be prepared

Arrange the classroom appropriately... use a seating plan... it's about you being in charge

and deciding where pupils sit for what purpose... routines such as this make it easier for other colleagues who might have to cover your lesson

Plan for personalised learning

Give clear instructions... have routines on display

Catch pupils being good... praise quickly and consistently... 3x more praise than reprimand... highlight the good

Ignore trivial mis-behaviour... reprimand infrequently, calmly, quietly and privately

Vary reward strategies

Encourage pupils to be independent and interdependent, and to take personal and corporate responsibility for behavior

Show good humour frequently and firmness when needed

Expect and model positive behavior

Encourage ALL pupils to take every opportunity to become and remain engaged in their learning

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DETERMINING THE LEVEL OF INTERVENTION

We have set out a matrix of unacceptable behaviour and the sanctions that might be considered as starting points for intervention.

These sanctions will:

Proper regard to pupil’s welfare and educational needs

Have regard to interventional measures that is most likely to prevent future breaches of school policy on behaviour Be proportional to the seriousness and persistence of the breach of school policy.

The advantage of such a matrix is that it allows us to target our resources on pupils who persistently violate our rules and d routines, whilst also allowing pupils who have rarely transgressed to earn their way out of consequences that are severe.

It takes into account the following, in line with the special needs an individual might have:

The nature of the behaviour

The severity of the behaviour

The frequency of the behaviour

The duration of the behaviour The generality of the behaviour

THE CONSEQUENCES LADDER

Consolidate good behaviour

Verbal Warning and related sanction

Final Verbal Warning and related sanction

Detention during a break (10 minutes)

Loss of privilege.

Offsite provision and or provision in isolated setting

Sent home

Phone call home

Fixed Period Exclusion (1, 2, 3, 5 days)

Permanent Exclusion

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THE CONSEQUENCES OF UNACCEPTABLE BEHAVIOUR

• If you do not respect people’s rights,

•If you do not carry out your responsibilities,

• If you do not follow routines,

•If you do not obey rules,

• Then your behaviour is not acceptable.

If your behaviour is not acceptable, a member of staff might use the following actions:

• Raised eyebrows

• Shake of head

• The “look”

• Stand near you

• Brief description of what you are doing

• Briefly pointing out the right, responsibility, routine or rule you should be doing

• A description of what you are doing, followed by a description of the RRRR

• A warning that if you choose to behave in this way, you are choosing a consequence which is a sanction.

Sanctions that could be taken by a member of staff

• Getting you to stand up in your place

• Getting you to stand at the back of the classroom

• Getting you to sit away from others inside the classroom

• Not allowing you to take a full part in the lesson

• A verbal warning

• A final Warning

• A detention

• Time Out… being removed from the classroom to complete a 5W form and return with it completed.

• Isolation arranged for you so that others can get on with their learning.

The following sanctions will be recorded in your file and reported:

• Detentions at the end of the day, lunchtime or break time

• Exit… being removed from the classroom to be isolation or other room to complete a 5W Form

• Detention… your parents/carers cannot prevent you being kept in detention… you have to attend… it is the College’s right, and your responsibility. If you do not attend a detention then a more severe sanction will be given.

Other more serious sanctions that could be taken by the school which are reported:

• An Internal Exclusion… this involves isolation from lessons in a room on your own for a number of days during which there will be a meeting between you, your parent/carer, and significant members of staff

• A Formal Warning… this is to tell you and your parents/carers that the next time you do not meet our expectations of behaviour you could be required to have off site provision.

• Offsite provision from college for up to 5 days during which there will be a meeting between you, your parent/carer, and significant members of staff to plan for your return: staff will deliver the learning programme to you away from the college.

• Fixed period exclusion from school for up to 5 days, during which there will be a meeting between you, your parent, significant staff and the Head teacher. You will be set work to do on your own.

• Persistent exclusions will lead to the involvement of a representative from Horizon care

• a FINAL WARNING, issued by the Head teacher, which could then lead to Permanent exclusion from our school.

Persistent unacceptable behaviour out of lessons will result in a detention, and depending on the severity and frequency, an internal exclusion, loss of privilege or even more severe sanction.

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WHAT GOOD BEHAVIOUR BRINGS

Positive relationships make everyone feel good.

• We will praise you wherever possible to motivate you to continue to improve.

• The ultimate rewards for you are the skills, knowledge, qualifications and attitudes, which will enable you to choose your own future and fulfil your potential.

• The reward for us is the satisfaction of knowing we have made a difference to your life chances of the next generation

Our response to good behaviour

• A smile, a nod, a “thumbs up”

• Private praise

• Public praise

• Positive notes

• Credits/Merits/points recorded, tallied, and resulting in a positive consequence

• Positive event recorded

• Letters of praise sent home

• Displaying work

• Commendations for sustained good work or effort

• Prizes, trips, vouchers.

• GCSE/ASDAN and other Certificates

• Parental/carer contact

• Positive personal letter sent home by Teacher

• Positive personal letter sent home by Tutor

• Achievement assembly

• Letter/Certificate from Teacher/Tutor

• Letter/Certificate from the Pastoral Manager, the Pastoral Lead

• Letter/Certificate from the Headteacher or Deputy Headteacher

• Letter/Certificate from a representative of Horizon care

• Presentation at an Awards Ceremony

• Personal meeting between parent/carer, pupil and Head teacher to acknowledge and celebrate achievement.

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OUR DRESS CODE

Why we have a dress code

• It makes us stand out... it shows we belong.

• It shows we are proud to be a part of Woodbury School

• It shows we are dressed for business

• It shows we are ready for work

What is our dress code? • Trousers – plain black. These can be jeans, combats or chinos. In hot weather, pupils may be able to wear smart shorts.

• Shirts – White, grey or Black, school polo shirt to be worn.

• Sweatshirts – Black school sweatshirt to be worn.

• Footwear - Pupil will be encouraged to wear black shoes or black trainers.

• Pupils who are undertaking college courses may be required to wear steel toe capped shoes/boots. and any clothing appropriate to their course.

• PE - Pupils will be expected to wear trainers for PE and have a tee shirt, shorts and sport socks. In cold weather, tracksuit bottoms may be more suitable. There may be a requirement for the pupil to bring football boots or a second pair of trainers. (School keeps a small selection of PE clothing on site if pupils forget their kit.)

Our code on religious or cultural dress

• White, blue or black head covering may be worn for religious or cultural reasons

• Items worn for religious reasons should be worn against the skin in a discrete way

Our code on Jewelry

• No more than one pair of small stud earrings... One flat ring... One watch

• A discreet necklace may be worn against the skin

Our code on Make up

• No obvious make up to be worn

At all times

• No phones/media players

• No lighters / smoking equipment / tobacco products

• Hand in inappropriate jewelry, phones/media players, and tobacco products and lighters/matches without being asked at the start of the day

What will happen if you don’t follow the dress code? • Pupils who arrive at school inappropriately dressed will be required to borrow spare uniform from school and wear it for the day or go home and change.

• All borrowed uniform will be logged and must be returned.

• Parents/Carers will be contacted if pupils do not attend school in uniform.

• In some circumstances a pupil may be asked to return home because of the way they are dressed or because of their general appearance, personal hygiene or other health and safety reasons.

If you persistently have to have items removed

• These will be kept for a parent/carer to collect.

If you persistently do not have your uniform

• You should be with your Tutor, who will at some point in the day, contact home to resolve the matter

• If the issue cannot be resolved then there will be a sanction

• The Pastoral Manager will be involved where this is a persistent issue

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EXCLUSION LETTER TEMPLATE

The Woodbury School

Miss ABC 36 Wolverhampton POSTCODE Dear Miss ABC Re: NAME D.O.B ##/##/##

Date

Tel: 01509 218906

I am writing to inform you of my decision to exclude XXXX for a fixed period of NUMBER OF days. The days of the exclusion: DATE/DAY DATE DAY This means that XXXX will not be allowed into The Woodbury School for this NUMBER OF day period. XXXX will be expected to be in school on DAY/DATE. Reason for Exclusion

Physical assault against pupil: Includes: fighting; violent behaviour; wounding; obstruction and jostling Physical assault against adult: Includes: violent behaviour; wounding; obstruction and jostling Verbal abuse/threatening behaviour against pupil and or adult: Includes: threatened violence; aggressive behaviour; swearing; homophobic abuse and

harassment; verbal intimidation; carrying an offensive weapon Bullying: Includes: verbal; physical; homophobic bullying; racist bullying; Racist abuse: Includes: racist taunting and harassment; derogatory racist statements; swearing that can be attributed to racist characteristics; racist bullying; racist

graffiti Sexual misconduct: Includes: sexual abuse; sexual assault; sexual harassment; lewd behaviour; sexual bullying; sexual graffit i Drug & Alcohol related: Includes: possession of illegal drugs; inappropriate use of prescribed drugs; drug dealing: smoking: alcohol abuse; substance abuse Damage: Includes damage to school or personal property belonging to any member of the school community: vandalism; arson; gra ffiti Theft: Includes: stealing school property; stealing personal property (pupil or adult); stealing from local shops on a school outing; selling and dealing in stolen

property Persistent disruptive behaviour: Includes: challenging behaviour; disobedience; persistent violation of school rules

Our responsibility as a school We will set work for XXXX to be completed during the period of this exclusion. The work will be provided as soon as possible. We will deliver it if possible, but if not, will post it to your address. We will plan for his return. Your responsibility as a parent/carer During this period of exclusion you have a duty to ensure that your child is not found in a public place during the period of this exclusion unless there is reasonable justification for this. I must advise you that if your child is found in a public place during school hours on the specified dates without reasonable justification you may be prosecuted or receive a penalty notice from the local authority. It will be for you to show that th ere is reasonable justification for your child to be in a public place. Please ensure that work set by the school is completed and returned to us promptly for marking. In conclusion I realise that this exclusion may well be upsetting for you and your family, but the decision to exclude XXXX has not been ta ken lightly. You have the right to make representations about this to the Horizon Care Group, Venture House, 12 Prospect Business Park, Longford Road, Cannock, WS11 0LG as soon as possible who will consider any representations you make and may place a copy of their findings on your child’s school record. You should also be aware, that if you think the exclusion relates to a disability your child has, and that disability discrimination has occurred, you have the right to appeal, and/or make a claim, to the Special Educational Needs and Disability Tribunal (SENDIST). The address to which appeals should be sent is: SENDIST, Mowden Hall, Staindrop Road, Darlington, DL3 9DN. Making a complaint would not affect your right to make representations to the discipline committee. You have the right to see, or request a copy of, your child’s school record. Due to confidentiality restrictions, you must notify me in writ ing if you wish to be supplied with a copy of XXXX’s school record. I will be happy to supply you with a copy if you request it. There may be a charge for photocopying.

Having informed you about this exclusion, we will try to arrange a follow up meeting or conversation or meeting with you about this exclusion before XXXX returns. When XXXX returns, a member of staff will meet with him to discuss the reason for the exclusion, and explain what will happen on his first day back, and the days following. XXXX is expected to cooperate with our school rules and routines, and your support in ensuring that this happens is appreciated. Yours sincerely Headteacher

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Young Person Incident De-brief

YP Name: ________ IR No: ____ ___Date: _________ Please tell us what happened by answering the questions below. You can ask a member of staff to help you. Please indicate below if the young person is not able to debrief, this may be due to their individual needs and medical diagnosis.

Get Cross/Angry

Leave/Disrupt Activity

Injured someone/ property damage

What did you do? (tick box)

Comment Upset

Sad

Happy

How did the other person/people feel? (tick box)

Comment

Calm down/take time out

Say Sorry

Not get involved

What could I have done differently or do now? (tick box)

Comment Upset

Sad

Happy

How did you feel after the incident? (tick box)

Comment

Would you like to speak to someone independent of the establishment?

Yes No

Are you happy with how staff managed the incident? Yes No

Would you like a medical check? Yes No

Were you injured? Yes No

YP declined to comment Yes No

YP signature Date: Staff Signature Date:

Manager’s Signature Date:

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Staff Incident De-Brief

IR Number: Staff Name:

Why do you think the incident occurred and could anything have been done differently to have avoided it? Was the YP’s behaviour plan/risk assessment followed? Yes No (If No please give further details)

Do the YP’s behaviour plan/risk assessment require reviewing as a result of this incident? Yes No (If Yes please give further details)

Did you feel supported throughout and following the incident? Yes No (If No please give further details)

Would you like any additional post incident support? Yes No (If Yes please give further details)

Are there any alternative strategies/de-escalation strategies that could be employed to prevent the incident from occurring again? Yes (please state below) No (If No please give further details) :

If the incident involved RPI then please complete the section below (if not then please put a line through and move on to the signature section)

What were the reasons and justification for the use of RPI?

Was the force used reasonable and proportionate? Yes No (If No please give further details) Did the RPI reduce the level of risk? Yes No (If No please give further details)

Staff signature:

Print Name: Date:

Senior Staff Signature:

Print Name: Date:

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INCIDENT REPORT – BODY MAP NAME OF YOUNG PERSON:

…………………………………………………………….. INCIDENT LOG NO. : ……………….. PLEASE INDICATE ANY MARKS ON THE YOUNG PERSON’S BODY FOLLOWING ANY INCIDENT (INCLUDES USE OF RESTRICTIVE PHYSICAL INTERVENTION, ACCIDENT OR OTHER MARKS SEEN BUT ORIGIN UNKNOWN). DATE: …………………………………………………………………. NAME OF MEMBER OF STAFF: ……………………………………………………………………… SIGNATURE OF MEMBER OF STAFF: ………………………………………………………………

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WORKING WITH PUPILS TO REDUCE SMOKING:

At The Woodbury School we are working harder than ever to ensure that our pupils are able to live a healthy lifestyle. Woodbury School does not allow smoking on site.

When pupils hand in their property at the start of the school day, they are requested to hand over smoking materials to staff.

However, if smoking materials are smuggled into school, or hidden around the grounds, they will be confiscated and not returned unless parents/careers come into school to collect them.

Call the free NHS Smoke free Helpline on 0800 022 4332

NHS Stop Smoking - Wolverhampton, Local helpline service

Tel: 0800 073 4242

Dear Parent/Carer

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Year 11 pupil’s offsite at break and lunchtime Woodbury School have decided to offer a privilege to pupils in Year 11 to leave the school site at break and lunchtimes if individuals choose to do so. This will give our senior pupils a privilege and a sense of independence. Should pupils leave the school site at break and lunch times, designated members of staff will also be present to keep ‘eyes on’ all pupils. However as part of this privilege we do require written parental consent before we are able to allow pupils offsite. If you are prepared to give your consent for your son/daughter to leave the school site at break and lunch times, I would be very grateful if you would sign and return the slip below as soon as possible. I do need to stress that we have the same expectations of our senior pupils when offsite that we have during the school day. It is imperative that all pupils act with courtesy and are respectful to all members of the wider community when offsite. If any pupil fails to do this and therefore lets down the name of the school, the privilege to leave the school site at break and lunchtimes will be immediately and permanently withdrawn. Similarly it is essential that all pupils are back on site on time, if pupils abuse this requirement, again permission to leave the site will be rescinded. To reiterate again should pupils leave the school site at break and lunch times, designated members of staff will also be present to keep ‘eyes on’ all pupils. I am sure that you will be very happy to reinforce this message at home. Yours sincerely Head teacher

……………………………………………………………………………………………………………………………………………………

PLEASE RETURN THIS REPLY SLIP TO SCHOOL Pupil name: ______________________________ Tutor group: __________ I DO/DO NOT (delete as applicable) give permission for_____________________ to leave the school site during break and lunchtimes. Designated members of staff will also be present to keep ‘eyes on’ all pupils. I understand that if my child leaves the school site during break or lunchtime, the school will not be liable for my child during this time. Designated members of staff will also be present to keep ‘eyes on’ all pupils. Signed by: _____________________________ Date: ____________

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Woodbury School REWARD SCHEME OVERVIEW

Weekly Reward

This system is designed to promote and reward positive behaviour in both the short and long term. As with any behavioural system, consistency is the key factor to its success. If the system is re- enforced, and consistently upheld by staff members throughout the school, then the benefits should soon become apparent.

Pupils will get the same reward for academic achievement as they would for showing positive behaviour. In this way the pupils should become aware quite quickly that their behaviour and work is being constantly monitored by the staff.

Importantly, pupils will have the opportunity to actually see their own achievements recorded on a daily basis, and will be able to work to increase and improve their future achievements.

The Weekly reward will be distributed to each pupil dependent on the points they receive. Points are recorded onto a central spread sheet on a weekly basis for analysis and tracking. Points are awarded in the following areas:

• Personal target 1 (In line with IBP/Tutor targets) • Personal target 2 (In line with IEP/Tutor targets) • On time for class • Respect for property and people • Completed work set

Pupils are to choose the reward at the beginning of term which they are working towards, they can choose to receive one of the following vouchers or a product from these retailers:

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The following vouchers are awarded weekly!

200 points = £ 5

100 points = £ 2.50

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Guidance to Tutors for awarding points

A daily target is to be set with the tutor each morning within tutor time, achievable but not too easy. This will give the pupil ownership of their daily target.

On the following day discuss with each pupil whether they achieved their target and if not what could they do differently

Points must be earned not given.

Subject staff should discuss with the Pupil at end of the lesson, as to reasons for awarding or “not” awarding points.

All staff need to be honest and open with reasons and justifications. The

following are not acceptable to earn respect points:

• Swearing at staff and other pupils. • Verbal threats. • Aggressive behaviour. • Graffiti on text books, tables, walls etc. • Leaving class without justification / permission.

“On time” is at the discretion of the member of staff, in line with where last lesson was.

Ensure the pupil is capable of work set, even though there is challenge. Ensure pupil understands the amount of work expected to be completed to earn points.

Tutor time

Tutor time is a time to review points from the day before and on that basis to set a daily target: • An achievable target • A target that has some “stretch

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Use of Restrictive Physical Intervention

On rare occasions it is necessary to intervene physically to prevent a pupil injuring themselves or others or committing a criminal offence, to keep a pupil safe, prevent damage to expensive property or highly valued school/course work of their own or other pupils or to maintain good order and discipline within the school.

Restrictive physical intervention is always used as a last resort and when other strategies have failed. In the majority of incidents consistent application of the school’s behaviour policy and positive management techniques are successful in resolving conflicts

ALL staff at Woodbury School are SHERWOOD TECHNIQUES trained with refresher courses running annually.

Part of the training and the internal INSET at the school is aimed at ensuring that staff always use their professional judgement and calculate the risk to themselves and others should they feel it necessary to intervene physically with a pupil.

The detailed knowledge of our pupils means that staff can make instant risk assessments on each situation.

There will always be situations which arise where an instant and emergency intervention needs to be made e.g. to stop a fight. As part of SHERWOOD TECHNIQUES training this sort of incident is dealt with. Parents/carers are also given the opportunity to see demonstrations of the types of physical Interventions used at Woodbury School so that they understand the terminology used and that pupil safety is always our first priority.

A pictorial guide is available for viewing, located in the front office.

After an incident where physical intervention has been used, the staff and the pupil involved are debriefed by a senior member of staff. All parties are asked if they have been injured in any way and a Physical Intervention form is used to record the incident. All parties are also asked if they are happy with the way the situation has been handled and are offered the chance to talk to another member of staff if they are not. Parents/carers may be requested or required to collect a pupil from school at the end of the day if it has been necessary to physically intervene with them at some point during the day. The incident is discussed in detail to ensure that all parties are happy that issues have been resolved. The incident is then logged on to a central database for monitoring purposes. Behaviour data is analysed half termly to look for trends. Parents/carers are informed either by telephone or letter on the day if we are unable to meet them at school

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Monitoring & Evaluation This policy is reviewed annually by the whole staff team.

Evaluation Data on behaviour is input on to a central database which is analysed by the teaching team half termly. Exclusion data is analysed by the Head Teacher and Pastoral manager and termly by the operations Manager / Directors.

Responsibilities: All staff are responsible for the implementation of the Behaviour Policy and its review and further development.

Training of Staff The Behaviour Policy is circulated and is also represented diagrammatically for quick reference. All new staff receives induction with respect to the Behaviour Policy from the pastoral and behaviour manager, when they start working at The Woodbury School. This includes supply staff. All issues are continually reinforced and re-delivered on a whole school basis annually through PRICE training.

Relationships with other policies: This policy has links with all policies within The Woodbury School, but particularly:

Equal Opportunities

Curriculum Statement Subject policies Classroom Management and Organisation SEN

DfE guidance on Exclusion from maintained schools, Academies and pupil referral units in England Reference: DFE-57501-2012

Physical Intervention Guidance and DfES guidance LEA/0264/2003 10

Consistency is achieved by adherence to the school’s comprehensive menu of rewards and sanctions. Staff should always seek to give praise even in the most difficult situations.