Behaviour Policy and Statement of Behaviour Principles

1. Aims

This policy aims to:

Provide a consistent approach to behaviour management

Define what we consider to be unacceptable behaviour, including bullying

Outline how Students are expected to behave

Summarise the roles and responsibilities of different people in the school community with regards to behaviour management

Outline our system of rewards and sanctions

This policy should be read in conjunction with the school’s safeguarding, anti-bullying and attendance policies.

2. Legislation and statutory requirementsThis policy is based on advice from the Department for Education (DfE) on:

Behaviour and discipline in schools

Searching, screening and confiscation at school

The Equality Act 2010

Use of reasonable force in schools

Supporting Students with medical conditions at school

It is also based on the special educational needs and disability (SEND) code of practice.

In addition, this policy is based on:

Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and promote the welfare of its Students

Sections 88-94 of the Education and Inspections Act 2006, which require schools to regulate Students’ behaviour and publish a behaviour policy and written statement of behaviour principles, and give schools the authority to confiscate Students’ property

DfE guidance explaining that maintained schools should publish their behaviour policy online

3. Definitions

Misbehaviour is defined as:

Disruption in lessons, in corridors between lessons, and at break and lunchtimes

Non-completion of classwork or homework

Poor attitude

Incorrect uniform

Lateness to lessons and or truancy

Serious misbehaviour is defined as:

Repeated breaches of the school rules

Any form of bullying

Sexual assault, which is any unwanted sexual behaviour that causes humiliation, pain, fear or intimidation

Vandalism

Theft

Physical or verbal abuse towards/against another student or member of staff

Fighting

Smoking/ vaping

Racist, sexist, homophobic or discriminatory behaviour

Possession of any prohibited items. These are:

o Knives or weapons

o Alcohol

o Illegal drugs

o Stolen items

o Tobacco and cigarette papers

o Fireworks

o Pornographic images

o Any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the Student)

4. BullyingBullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.Bullying is, therefore:

Deliberately hurtful

Repeated, often over a period of time

Difficult to defend against

Bullying can include:

Type of bullying Definition

Emotional Being unfriendly, excluding, tormenting

Physical Hitting, kicking, pushing, taking another’s belongings, any use of violence

Racial Racial taunts, graffiti, gestures

Sexual Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching

Direct or indirect verbal Name-calling, sarcasm, spreading rumours, teasing

Cyber-bullying Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites

(See Anti Bullying Policy)

5. Roles and responsibilities5.1 The governing boardThe governing body is responsible for reviewing and approving the written statement of behaviour principles (appendix 1).

The governing body will also review this behaviour policy in conjunction with the headteacher and monitor the policy’s effectiveness, holding the headteacher to account for its implementation.

5.2 The headteacherThe headteacher is responsible for reviewing this behaviour policy in conjunction with the governing body giving due consideration to the school’s statement of behaviour principles (appendix 1). The headteacher will also approve this policy.

The headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

5.3 StaffStaff are responsible for:• Praising students for following school expectations• Appropriately challenging any negative behaviour that would impact learning• Adhering to the staff non negotiables • Providing interesting and challenging lessons• Celebrating achievements of all students

• providing opportunities for students to learn to the best of their ability by setting suitable learning challenges, removing barriers to learning, accepting diversity

• Providing an environment in which students can learn teach and model positive behaviour• Teaching respect by treating students with fairness and consistency• Teaching interpersonal skills by promoting positive supportive relationships within their teaching

groups• Supporting the school’s positive behaviour and SEND policy, in particular the referral system in line

with the school’s pastoral care structure• Setting up useful, interesting and relevant work and homework if an absence from a lesson can be

foreseen• Avoiding confrontation, aggression, sarcasm, humiliation, personal comments about students and

whole class punishments resulting from poor conduct of only some of the class

The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, we may need to employ different strategies and make reasonable adjustments for those students who have Special Educational Needs and whose behaviour cannot be improved or managed through the use of our routine strategies.

The school’s special educational needs co-ordinator will evaluate a student who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or other external agencies, to identify or support specific needs.

When acute needs are identified in a student, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create a plan, share it with all staff working with the young person and review the plan on a regular basis.

5.4 Parents

What we ask of Parents/ Guardians: To ensure their child’s regular attendance and punctuality To encourage their child to bring the right equipment To ensure their child wears full school uniform according to the policy To co-operate with the school to ensure that their child follows the school’s Positive Behaviour

Policy To keep the Head of Year/tutor aware of any circumstances which may affect their child’s learning

and behaviour To maintain regular contact with the school through attendance at parents’ evenings, and, as

appropriate, through diaries, letters, reports and telephone calls To encourage and support their child in completion of homework

6. Student code of conductThe core expectation of the PAC model is that students make the right choice about their behaviour. The model allows for students to make the choice to change their behaviour and for staff to respond clearly and robustly when students fail to do so.

The successful implementation of this policy depends on full participation. Every member of the school community has a responsibility to ensure positive behaviour. This policy applies to all students whilst they are in school, travelling to and from school, in school uniform, whilst participating in activities or events organized by or associated with the school.

There are core behaviours we expect to see from our students that are conducive to a safe and productive learning culture. All students and staff are expected to model and uphold the Prestwich Values in their behaviour and learning.

We have devised a simple behaviour model to ensure that students make the right decision throughout the day.

Our expectations of students are simple;

• Be on time to school and all lessons

• Have the necessary equipment to be ready to learn

• Wear school uniform correctly with pride

• Complete work set to the best of your ability

• Accept responsibility for their own behaviour choices

• Behave in a polite and respectful manner within lessons, between lessons, on the corridors and at social times

• Always represent Prestwich Arts College with pride in a positive light

• To resolve disagreements without resorting to physical/verbal aggression

• To respect property. Not to damage, take or misuse the property of other people or the school

• To make their best effort to understand and accept differences and the individuality of everyone in terms of race, abilities, sexual orientation and background

• Accept sanctions when given and attend all detentions set.

• Refrain from behaving in a way that brings the school into disrepute, including when outside school

7. Rewards and sanctionsEvery lesson is an opportunity for staff to recognise the positive contribution students make. Staff are expected to allocate two achievement points each lesson to those students who;

• Consistently make the right choices therefore demonstrating a positive attitude to learning

• Engage with and complete work

7.1 List of rewards and sanctions

Positive behaviour will be rewarded with:

Praise

Positive points on class charts

Positive postcards

Positive postcards for each of the core values

Star of the week for subjects/form

Letters or phone calls home to parents

Pride of Prestwich awards

In Class Behaviour

Before using the behaviour model it is expected that teacher toolkit strategies have been tried. The behaviour model is another tool and is not designed to undermine teachers who are creative and use emotional intelligence to support students in making positive behaviour choices.

Preventative Responsive Planning Differentiation Seating Plan Try This activity Meet and greet Positive language choice

PAC Quiet word with take up time Incentive to engage Ignoring negative behaviour Moved within class

When these have been used and a student is still not making the right behaviour choices the behaviour model should be implemented by staff.

Behaviour Model In class

Follow the CAP System

Choice

Make a choice about your behaviour

Action

You have received a 15-minute detention with your class teacher

Penalty

You have received a 30-minute detention with your class teacher

1. Give the Student a clear choice to change their behaviour 2. Take action about the student’s behaviour and advise them they have a 15-minute detention with yourself (log on Class charts)3. Room move the student to the agreed room and set the penalty of a 30-minute detention with yourself (log on Class Charts) ensuring the Students have a room move card to identify where they are to go to. For some Students it is appropriate to use on call to support the Students moving to a new room. Shortly before the end of the lesson Students on a room move should return to their original teacher, with their signed exit room card, to discuss the room move and sanctions.

Action and consequence must be logged on Class Chart

Sanctions Detentions• These can be set by the classroom teacher on Class charts for any break/lunch or after school for

either 15 or 30 minutes.• During a detention, students should have the opportunity to reflect on their behaviour and the

opportunity to discuss the means by which to avoid the same issue with the classroom teacher• Detentions must be logged on Class charts to avoid double booking a report will be generated to

send parent mail messages advising them of detentions at the close of each school day• Failure to attend a detention will be escalated in accordance with the Faculty and Pastoral

detention procedures (please see appendix)

Leadership Detentions • To be held on Friday for one hour after school • To be referred for failing to attend Stage 3 detention• To be referred for any forms of truancy during a school day

Learning Assist This is the system has been put in place to support staff for the circumstances as listed below. • Failed faculty move, if a Student fails to complete the faculty move for on call they will be in

isolation• To facilitate the room move of a Student who have been identified at Students at risk of truancy. • Student missing• Verbal abuse to staff (direct use of swearing at a member of staff)• Violence (physical assault, dangerous behaviour likely to cause injury) • Racist or sexualised incitement (use of language with intent to incite a negative response)• Irretrievable break down of order where other support has failedThe learning assist system is supported by two members of staff each period and each incident and the sanction is logged. The log is returned to the office at the end of the period, so that the office staff can log, input any sanctions and contact parents. The log will be sent out at the end of each day so staff are clear of any sanctions. Lead practitioner and HOY will use the log to inform any Student interventions and identify any areas of support.

Serious Sanctions Isolation Isolation is our most significant sanction designed to keep students in school learning whilst allowing for behaviour discussion and a clear sanction. Therefore, it must be effectively run and communication must be clear at all points.

• Isolation can be requested for students by the Head Teacher/SLT, Pastoral Managers or Heads of Year

• All bookings are made by S Eagleton to ensure consistency and to avoid particular dynamics. • All students who are in isolation will have parent/carers informed of the sanction and the reason. • Isolation runs from P1 to 3.05pn on Monday, Tuesday, Thursday and Friday. 8.30-3.00pm on a

Wednesday • Whilst in isolation students will follow the PAC model; if a Student reaches P (penalty) they will be

removed by staff on call, if a Student fails isolation they will be excluded and will return to complete a full isolation at the first available point.

• P1 is reflection of the reason for isolation. For the rest of the day Students will complete lessons, including on Edlounge. The work completed will be tracked by SE

• Each booth will have an equipment case provided and students will leave bags at the teacher desk. • Phones will be handed in at the start of the isolation period and returned at the end of the day. • Staff supervising will patrol to check no damage occurs to booths and to ensure students are

completing work. • Students will be allowed to use the toilet P2 and P4 unless there is medical evidence for more

frequent access. • Food will be ordered P4 from an agreed list and collected on a rota basis by staff. Fixed term exclusions.

A decision to exclude a Student is only taken in response to serious breaches of the school’s behaviour and discipline policy. The decision to exclude is a matter of judgement for the Head teacher, or in his/her absence a Deputy Head teacher acting with his/her authority, who will take into account the likely impact of the misconduct on the life of the school. This may include behaviour on or off school premises which is in breach of the standards of behaviour expected by the school. Before reaching a decision to exclude either permanently or for a fixed period the head teacher will:

Consider all the relevant facts and such evidence as may be available to support the allegations made, taking into account the school’s behaviour, access and inclusion and equal opportunities policies;

Where appropriate and necessary allow the Student to give his/her version of events;

Permanent Exclusions The school follows the DFE Statutory guidance for those with legal responsibilities in relation to exclusion (September 2017)Permanent exclusions will normally be used only as a last resort when a range of strategies has been exhausted have been tried to improve a Student’s behaviour all without lasting success. In exceptional circumstances, the Head teacher might consider it appropriate to permanently exclude a child for a first or one-off offence. Such circumstances might include:

Serious actual or threatened violence against another Student or member of staff;Sexual misconductSupplying an illegal drug Carrying an offensive weapon

Where there is a persistent refusal to co-operate with, and follow, agreed school procedures and/or when all strategies and aspects of this policy have been exhausted.

Data regarding Fixed-term Exclusions and isolations are collated and monitored to establish any emerging patterns – in relation to age, ethnicity, gender, special educational needs, disability etc so that any necessary action is taken to avoid bias and promote early intervention and hopefully, resolution.

7.2 Additional Sanctions

result in a sanction set by the Form Tutor

Persistent failure to correct uniform will result in a sanction set by Pastoral Manager/Head of Year

7.3 Off-site behaviour

Sanctions may be applied where a Student has misbehaved off-site when representing the school, such as on a school Late to school

•Late on the gate up to 8.45 logged by The Community support and attendance lead and students will receive a sanction

•Late on the gate after 8.45 recorded and students receive a sanction

•Repeated late on the gate sanction set by Pastoral Manager/Head of Year

•Late to lesson without note teacher to log and can be the start of the CAP system for that lesson

Uniform

•All staff to check Student uniform each day starting with Form Tutors. Incorrect uniform to be logged on Class Charts and can be used as part of the CAP system.

•If uniform is incorrect students are provided with appropriate items to change into

• Failure to correct uniform on several occasions will trip or on the bus on the way to or from school.

7.4 Malicious allegations

Where a Student makes an accusation against a member of staff and that accusation is shown to have been malicious, the headteacher will discipline the Student in accordance with this policy.

The head teacher will also consider the pastoral needs of staff accused of misconduct.

8. Behaviour management8.1 Classroom managementTeaching and support staff are responsible for setting the tone and context for positive behaviour within the classroom.

They will:

Create and maintain a stimulating environment that encourages Students to be engaged

Display and follow the CAP system

Develop a positive relationship with Students by:

o Greeting Students in the morning/at the start of lessons

o Establishing clear routines

o Communicating expectations of behaviour in ways other than verbally

o Highlighting and promoting good behaviour

o Concluding the day positively and starting the next day afresh

o Having a plan for dealing with low-level disruption

o Using positive reinforcement

o Having and using a seating plan

o Planning to maximise positive behaviour

o Facilitating a smooth start to lessons through ‘Try this’ activities

o Differentiate lessons to allow engagement from all

o Make positive language choices, “Please will you remove your coat. Thank you”

o De-escalate any situations calmly using clear, specific and non-emotive language in a neutral tone.

o Provide clear PAC choices

o Describe the behaviour you want to see being extremely specific e.g ‘Eyes on me’ ‘Place pens on the table’.

o Praise behaviour change, “Thank you for doing that.

8.2 Physical restraintIn some circumstances, staff may use reasonable force to restrain a Student to prevent them:

Causing disorder

Hurting themselves or others

Damaging property

Incidents of physical restraint must:

Always be used as a last resort

Be applied using the minimum amount of force and for the minimum amount of time possible

Be used in a way that maintains the safety and dignity of all concerned

Never be used as a form of punishment

Be recorded and reported to the Head teacher

8.3 ConfiscationAny prohibited items found in Students’ possession will be confiscated. These items will not be returned to Students.

Prohibited items include:

• alcohol

• knives or weapons

• illegal drugs

• stolen items

• tobacco, cigarette papers e cigarettes, any items related to vaping

• fireworks

• pornographic images

• any article that the member of staff reasonably suspects has been, or is likely to be, used:

• to commit an offence, or

• to cause personal injury to, or damage to the property of, any person (including the Student).

The Head teachers and authorised staff can also search for any item banned by the school rules which has been identified in the rules as an item which may be searched for.

Searching and screening Students is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.

8.4 Student support The school recognises its legal duty under the Equality Act 2010 to prevent Students with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the Student.

The school’s special educational needs co-ordinator will evaluate a Student who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a Student, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.

9. Student transition

To ensure a smooth transition to the next year, where possible the Head of Year and Pastoral manager will remain with the year group. The Head of Year 7 and the pastoral manger will used gained Year 11 time to allow them to be involved in the transition programme, ensuring that they have a clear understanding of Students needs

To ensure behaviour is continually monitored and the right support is in place, information related to Student behaviour issues may be transferred to relevant staff at the start of the term or year. Information on behaviour issues may also be shared with new settings for those Students transferring to other schools.

12. Links with other policiesThis behaviour policy is linked to the following policies

Safeguarding policy Attendance Policy Child Protection Policy Complaints Policy Staff code of conduct Managing Allegations Anti-bullying Policy

Prepared by : Rachel Evans (HT)

Date Reviewed : September 2019

Next Review : September 2020

Signed: Head Teacher

Signed: Chair of Governors

Appendix 1: written statement of behaviour principles Every Student understands they have the right to feel safe, valued and respected, and learn free

from the disruption of others

All Students, staff and visitors are free from any form of discrimination

Staff and volunteers set an excellent example to Students at all times

Rewards, sanctions and reasonable force are used consistently by staff, in line with the behaviour policy

The behaviour policy is understood by Students and staff

Exclusions will only be used as a last resort, and outlines the processes involved in permanent and fixed-term exclusions

Students are helped to take responsibility for their actions

Families are involved in behaviour incidents to foster good relationships between the school and Students’ home life

The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.

This written statement of behaviour principles is reviewed and approved by the full governing board every year.

Appendix 2: Behavioural procedures

Faculty DetentionsStage 1 (Class teacher)

(issued by class teacher through note in planner AND log on Class Charts)

Stage 2 (Class Teacher) (issued by class teacher, parental

phone call MUST be made by CLASS TEACHER AND HOF informed via

Class Charts)

Stage 3 (Head of Faculty) (Detention with HOF parental

phone call MUST be made by HOF or HOD AND Line Manager informed via Class Charts)

15 minutes 30 minutes 45mins

Criteria Criteria CriteriaLow level disruption (A) – chatting, making silly noises, getting out of seat, communicating to other students

Failure to turn up to stage 1 Failure to turn up to stage 2

Answering back Removal from lesson to another space – Ticket handed it back signed

Failure to turn up to stage 3 detention results in Faculty report.

Incomplete or unacceptable homework

Repeated incomplete homework

HOY informed.

Incomplete classwork (however long it takes to complete the work)

Aggressive/abusive behaviour towards other students – room move

Failed room move – either not turned up, refusing to go in, taking too long to go in or not completing work given.

Poor ATL Use of inappropriate language- swearing

Failure to attend this will mean that students are referred to a 1 hour SLT Detention

Punctuality - Repeated

incomplete/unacceptable classwork

Any aggressive/abusive behaviour towards a member of staff including swearing is an ONCALL and the student is removed and could lead to a Fixed Term Exclusion

Blanket punishments i.e. whole class detentions, should not be given.

Pastoral DetentionsForm tutor

(15 min break or lunch)Stage 1

Break/Lunch incidentStage 2

30 Minutes

Pastoral Manager & Head

of Year45 Mins Stage 3

Whole School(stage 4)1 Hour

Headteacher’s Detention(stage 5)

Friday – Canteen to startTo be dealt with and recorded by the initial member of staff including phone call home following liaison with FLL/ SLT

Wednesday RE1’s office.To be issued by the attached member of SLT to the student’s year group. SLT to make the phone call home.

Persistent lack of equipment

Failure to attend Stage 1 detention

Referral from stage 3 (please note that the referral will not be considered if parents haven’t been informed earlier in the process and recorded on Class Charts)

Smoking

Found in possession of cigarettes

Found with e-cig or lighter

Caught with someone smoking

An incident that occurs at break and lunch needs to be dealt with following the same protocols as the stage detention process.

Every member of staff is responsible for dealing with behaviour at all times of the school day. A stage one detention must be issued and the

Persistent friendship issues following mediation (verbal)

*Selling on school premises

Vandalism/ graffiti

Vandalising others’ property

Responsible for punctuality report and imposing sanctions for non-compliance

Non-violent physical incidents

Hanging/ running around blocks/ sat in classrooms when shouldn’t be

Jeopardising the school’s image/ reputation whilst in uniform

Responsible for monitoring green

Defiance relating to minor incidents

Truancy of all kinds (for individual lessons HOF

report and imposing sanctions as per the protocol on the inside cover

head of year and form tutor alerted on Class Charts.

Certain situations will require an immediate stage 4 detention. If you are unsure of the sanction the please liaise with SLT

(form time based) made aware for the work to be sent over)

Student with no planner for more than two days - lunchtime detention

Failed Pride of Prestwich card

* Goods brought in for trading will be confiscated and returned at the end of the academic year

Further Behavioural Interventions

Make-up/punctuality/Mobile

Phone

Green Report Yellow Report Red Report PSP

Signed by Form Tutor Signed by Form Tutor

Signed by PM/HOY

Signed by SLT DHT PDBW

Duration – until issue subsides A green report card is issued in the first instance for a period of 2 weeks. Green report can be revisited on a further 2 occasions.

Duration - 6 weeks Duration - 6-12 weeks

Duration - 18 weeks

minimum

Failing to adhere to basic rules around appearance, punctuality and use of Mobile Phone in school.

Parents are informed by phone call from the form tutor that their child has been put on a report and the reasons for this action.

Parents to attend a pre-report meeting with PM/HOY

Parents to attend a pre-report meeting with SLT member attached to the year group

Parents to attend a pre-report meeting with Pastoral AHT

Form tutor to contact home and record on Class Charts

The student’s behaviour is monitored and commented upon by the class teacher after each lesson

The student’s behaviour is monitored and commented upon by the class teacher after each lesson

The student’s behaviour is monitored and commented upon by the class teacher after each lesson

The student’s behaviour is monitored and commented upon by the class teacher after each lesson

For every level of the reporting structure it is important to remember that if the behaviour of the student has been unsatisfactory, the teacher should give brief details and indicate what sanction has been imposed as well as

recording on Class Charts.

Make up and jewellery will be logged in the office record and placed in the office for safe keeping until returned to the student at the end of the day/week

The student will be expected to report to their form tutor at the start of the day and at least one other designated time during the day.

The student will be expected to report to their PM/HOY at the start of the day and at least one other designated time during the day.

The student will be expected to report to the SLT member at two designated times during the day.

The student will be expected to report to the DHT (PDBW) at three points during the day

Mobile phones/ear phones will be treated the same as jewellery with the exception that a child can collect them at the end of the day unless they have a detention and they cannot collect them until after the detention.

Parents sign the card each day.

At this point extra support will be employed from Team Around the Child (TAC).

Appendix 3: letters to parents about Student behaviour – templates First behaviour letterDear parent,

We have extremely high expectations with regards to how students should behave whilst in school to ensure that

they maximise their learning to enable them to realise their greatness.

Recently unfortunately, your child, _____________________________, has not been reaching these expectations

and their behaviour has not been acceptable. Consequently, they have been placed on Form Tutor report. This

report will last for two weeks with 3 specific targets that your child must meet in every lesson of every day. The

following conditions are also part of the report that your child has been placed on:

3 or more unacceptable lessons in a day: Class teacher sanction plus 30 mins after school detention with HOY/PM.

Failure to get report signed by class teacher or FT: 10 minutes’ detention with FT for each session missed.

Failure to get report signed by parent/guardian: 10-minute detention with FT for each time it is not signed.

Loss of report: A 1 hour after school detention with HOY/PM

It is important that your child understands the need to follow our Student code of conduct, and I would appreciate it

if you could discuss their behaviour with them to help support them to make the necessary changes to improve their

behaviour choices.

I will contact you after the first week that your child has been on report to inform you of the progress they are

making. I am confident that this time on Form Tutor report will enable your child to make the appropriate changes to

their behaviour in school so that they do not require any further sanctions.

Yours sincerely,

Form Tutor Name: _____________________________________________________________________

Form Tutor signature: __________________________________________________________________

Date: ________________________

Second behaviour letter

Dear parent,

As already stated in our previous letter to yourself; we have extremely high expectations with regards to how

students should behave whilst in school to ensure that they maximise their learning to enable them to realise their

greatness.

Unfortunately, following our previous letter regarding the behaviour of ________________________, I am sorry to

say that they are still struggling to adhere to our Student code of conduct. As a result, they have been placed onto

Head of Year/Pastoral Manager report. This report will last for six weeks with 3 specific targets that your child must

meet in every lesson of every day. The following conditions are also part of the report that your child has been

placed on:

3 or more unacceptable lessons in a day: Class teacher sanction plus 30 mins after school detention with PM/HOY.

Failure to get report signed by class teacher or HOY: 10 minutes’ detention with PM/HOY for each session missed.

Failure to get report signed by parent/guardian: 10-minute detention with PM/HOY for each time it is not signed.

Loss of report: A 1 hour after school detention with PM/HOY

It is important that you discuss with your child the importance of adhering to our Student Code of Conduct to ensure that they change their behaviour appropriately to be a successful and positive member of our school community.

I will be in contact shortly to arrange a meeting to discuss what other support we can put in place to allow your child to implement and maintain the changes to their behaviour that I am confident they can make whilst on this report.

Yours sincerely,

Head of Year/Pastoral Manager name: ______________________________________________________

Head of Year/Pastoral Manager signature: ____________________________________________________

Date: ______________________

Third behaviour letter

Dear parent,

I am sorry to report that, despite our meeting and strategies put in place to support , _______________________,

their behaviour has continued to be unacceptable across a number of areas.

They have now been placed on SLT report; this report will last for between 6 – 12 weeks dependent upon the

changes your child makes to improve their behaviour so that they are adhering to the student code of conduct. The

report has 3 specific targets that your child must meet in every lesson of every day. The following conditions are also

part of the report that your child has been placed on:

3 or more unacceptable lessons in a day: Class teacher sanction plus 30 mins SLT detention.

Failure to get report signed by class teacher or SLT: 10 minutes detention with SLT for each session missed.

Failure to get report signed by parent/guardian: 10 minute detention with SLT for each time it is not signed.

Loss of report: A 1 hour Whole School Detention

It is imperative that you discuss with your child the need for them to change their behaviour so that they adhere to our Student Code of Conduct and meet the high expectations we have for all of our students.

I will contact you shortly to arrange a further meeting to discuss support strategies and next steps to ensure your child makes the necessary changes to ensure that they can continue their journey of realising their greatness at Prestwich Arts College.

Yours sincerely,

Senior Leader name: _____________________________________________________________________

Senior Leader signature: __________________________________________________________________

Date: _______________________

Appendix 4: Exemplar Behaviour Contract template

Meeting held on:

Those present were:

Behaviour Contract Agreed