2019/2020

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This policy should be read in conjunction with:-

Anti-Bullying Policy

Health and Safety Policy

Community Cohesion Policy

Safeguarding

ATTITUDE TO LEARNING

Duke’s Aldridge Academy

A successful education leads to good exam results which lead to a successful career, which is important for a happy and fulfilled life.

The academy is committed to:

Providing its students with well taught lessons each day

Ensuring that students’ work is marked and assessed in a way that helps students progress

Setting demanding but achievable targets for each student and helping each student achieve those targets

Preventing students from spoiling lessons through disruptive or unacceptable behaviour

Providing a safe and secure for students to work and relax

Your obligation to the academy is to be part of our learning community. You must:

Attend school regularly

Be punctual for school in the morning and for each lesson

Behave sensibly in lessons and around the academy in general, taking account of the needs and feelings of others

Meet work deadlines including homework

Know your academic targets and what you need to do to meet them

Dress smartly according to the academy’s uniform rules

Restraint Policy

Keeping children safe in Education-Sept 2018

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Duke’s Aldridge Academy Trulock Road, Tottenham N17 0PG

Revised September 2019

The content of this booklet is shared at least twice with students, the first week of the academic year and during October. All parents receive a copy.

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HOME—ACADEMY AGREEMENT Effective education requires a partnership between home and the academy. The academy’s service pledges:

Good teaching – we will provide your child with 5 properly prepared, well taught lessons each school day

Homework – we will give your child homework in line with our homework

policy (which you will receive a copy of)

Assessment and monitoring of students progress – we will regularly mark you child’s work and assess his/her progress

Attendance – we will monitor your child’s punctuality and attendance and

will inform you of any concerns.

We will provide your child with a welcoming and safe academy Environment and we will effectively support your child by:-

Dealing with bullying

Dealing with disruptive behaviour that may affect his/ her lessons.

Supporting him/ her to be fit, encouraging a healthy lifestyle.

Preparing him/ her for the world of work and economic well being.

Encouraging him/her to be a positively contributing citizen.

Being Safe The academy acknowledges its responsibility for the safety of its students. The academy is proactive in ensuring that no person brings knives or other weapons into the academy. To be able to reassure parents and students that people are safe whilst at the academy there is a policy of regular checks for knives etc administered by the academy’s police officer using a hand held metal detector. Complying with such checks is a requirement of being a student at Duke’s Aldridge Academy. THE STUDENT’S PLEDGE I will:-

Attend school every day and be punctual for the start of the day and lessons.

Be responsible for ensuring that I am properly equipped for all lessons.

Wear the academy uniform correctly.

Complete homework and hand it in on time.

Behave in a respectful and cooperative way.

Understand the right of students in my classes to learn without me disrupting the lesson and I will not attempt to do so.

I will behave safely so as not to endanger myself or others or damage or deface

property or the academy building or grounds

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Grade descriptors for personal development, behaviour and welfare

Outstanding (1)

Pupils are confident, self-assured learners. Their excellent attitudes to learning have

a strong, positive impact on their progress. They are proud of their achievements and of their academy.

Pupils discuss and debate issues in a considered way, showing respect for others’

ideas and points of view.

High quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.

Pupils understand how their education equips them with the behaviours and atti-

tudes necessary for success in their next stage of education, training or employment and for their adult life.

Pupils value their education and rarely miss a day at school. No groups of pupils are

disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average.

Pupils’ impeccable conduct reflects the academy’s effective strategies to promote

high standards of behaviour. Pupils are self-disciplined. Incidences of low-level dis-ruption are extremely rare.

For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained.

Pupils work hard with the academy to prevent all forms of bullying, including online bullying and prejudice-based bullying.

Staff and pupils deal effectively with the very rare instances of bullying behaviour

and/or use of derogatory or aggressive language.

The academy’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.

Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.

Pupils have an excellent understanding of how to stay safe online, the dangers of

inappropriate use of mobile technology and social networking sites.

Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in academy and in wider society

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SAFEGUARDING CHILDREN:

We take the safety and well-being of our stu-dents very seriously. All staff undertake training in safeguarding and are given the academy’s poli-cy on joining Duke’s Aldridge Academy. As part of the academy’s Safeguarding Children procedures, parents must note that if the acade-my has any concerns about students, we are du-ty bound to report our concern to the relevant social services department. For the full Safeguarding and Child Protection policy, please refer to the academy’s website.

The Principal and staff authorised by the Princi-pal have the right to search students or their pos-sessions, without consent, where they suspect the student has a ‘prohibited item’. Prohibited items are:

Knives and weapons

Fireworks

Alcohol

Illegal drugs

Stolen items

Tobacco and cigarette papers

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REWARDS

House points are awarded for the following: 100% attendance per half term Acting as an ambassador for the academy Participation in house charity or challenge events Good progress or attainment at the end of an AP cycle Good test or examination results Outstanding student planner completion Special recognition by a member of staff

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Classroom Students will:

Enter the classroom ready to work

Take off outdoor coats, scarves and gloves and have the full school uniform visible

Sit down as instructed by the classroom teacher according to the seating plan

Be prepared with the necessary equipment

Work positively & respectfully with other students and the adults in the classroom

Be attentive, positive and ready to learn

Students will not:

Shout out across the classroom

Get out of his/her seat without permission

Make negative comments to staff or students

Disrupt other learners

Chew gum or eat in the lesson

Take out combs, mirrors or any other personal items that are not relevant for the lesson, including mobile phones

Change the colour of his/her hair

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On the academy premises or in the academy building

Students must:

Wear black outdoor jackets without a big logo (no bigger than 7.5cm on the back and front)

Walk on the left quietly in a sensible manner in the academy

Be polite and courteous to others

Students must not:

Chew bubble or chewing gum at anytime (litter picking duties will apply)

Leave the Purple Diner with food items

Use electrical items including mobile phones during registrations, in between or during lessons

Make negative comments to others in the academy

community to insult or hurt them in anyway

A number of sanctions may apply for breaking the above rules,

from detentions to letters/phone calls home/litter picking

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POLICY FOR STUDENT SUPPORT, GUIDANCE AND BEHAVIOUR MANAGEMENT

4.15.0 Restorative Centre—Where there is a breach of the Acad-emy’s code of conduct, students will firstly be considered to spend between 1-5 days in in the restorative centre (RC) as long as their time in the RC does not pose a health & safety risk to students and adults on the premises.

4.15.1 Exclusion – As a general rule of thumb exclusion is resort-

ed to when all other reasonable steps have been taken to support a student and to guide his/her behaviour. Occa-sionally exclusion will be the result of a single, serious instance of misconduct or a series of serious incidents. By excluding a student the academy is making a statement that the right of other students to be taught free from distraction and disruption and/or to be safe, is now the priority.

Discriminatory Behaviour – The academy places a priority on equality of opportunity. Behaviour by any member of the academy’s community which is of a racist, or sexist nature, or which victimises a person on the grounds of sexual orientation or disability is regarded as extremely serious.

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Stage 3 The student will be issued with a letter to take home

and a copy to be posted home informing them of the 2 days to be spent in the RC. Following this period in the RC, the student will be placed on report for a week to his/her tutor/AC/AAC/SLT.

Further arrangements may be made for him/her

by the Pastoral team/ SLT should the RC not be an option.

Students issued with 2 referrals in a day or 3 or

more in a week will spend 1 day for each event in the Restorative Centre. They will follow the 6 peri-od day with the school day ending at 4pm. A letter will be sent home informing parents/carers of the appropriate sanction. The student will be given a copy of the letter to take home.

Students who fail to serve their time in the Restorative Centre will be recommended for a fixed term exclusion. Parents will be informed by letter when a student has been recommended to spend a period of time in the Restorative Centre.

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There is a possibility that exclusion will in itself be an effective sanction and cause a student to rethink his/her attitude and be-haviour. Most frequently, however, exclusion on its own will not bring about positive outcomes and needs to be undertaken as part of a structured review process and reintegration pro-gramme. This especially applies to vulnerable students such as those with special educational needs and looked after children. It is to be noted that there is a legal requirement for parents to keep a student at home, indoors and off the streets during a peri-od of exclusion. 4.15.2 The only person legally empowered to exclude a student

from school is the Principal. An exclusion cannot take place prior to consultation with the Principal, preferably via email, if she is absent from the academy.

4.15.3 Fixed term and permanent exclusion – There are a num-

ber of circumstances when, having established a student’s responsibility for unacceptable behaviour, the student will automatically be excluded for five school days. Following further investigation some instances will lead to a recom-mendation for permanent exclusion depending on the cir-cumstances.

N.B. students will not be permanently excluded in the

first instance. All permanent exclusions will be preceded by a fixed term exclusion of at least five days to provide an opportunity to fully investigate the student’s culpabil-ity.

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4.15.3 (Cont.) Types of misbehaviour which are sanctionable –

Physical aggression/Abusive Action Serious acts of violence against another student or a member of staff leading to injury, or repeated violence against the same victim where exclusion has already been undertaken, will result in an exclusion.

Disruptive / Aggressive / Abusive actions which represent a challenge to the academy’s authority such as to undermine the maintenance of good discipline for staff and students, will result in an exclusion.

Consistent disruptive behaviour which has a negative impact on teaching & learning and the health & safety of staff and students, will result in an exclusion.

Possession of weapons/dangerous substances The use or attempted use of weapons including knives, fire arms, knuckle dusters, razor blades, clubs and the use of ’everyday items’ such as belts & combs (which can be used as a weapon) will result in an exclusion.

The possession of proscribed substances including tobacco, drugs and alcohol. The act of passing on or selling such substances on academy premises, or attempting to do so will result in an exclusion.

The possession or use of explosives including fireworks on academy premises or the wider community, will result in an exclusion.

Racist and sexist conduct, discriminatory behaviour directed at people with disabilities or homophobic conduct. If such conduct is repeated involving the same victim and where an exclusion has occurred previously, could result in a further exclusion.

Health & Safety Where a student’s behaviour puts all students and staff at serious risk of harm, including themselves will result in an exclusion.

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The student will be issued with a B1 with his or her details, in-cluding the time for the post referral meeting. The B1 will be taken to the referral room and given to a member of staff. The student will then be asked to complete a B3(students will be given a copy for their post referral meeting) and then continue with the class work sent with him/her. The subject teacher will complete a B2 by the end of the day (this can be submitted the following morning provided the REF.group has been informed of it’s arrival) and follow up the referral with a meeting at the agreed time with the student before the next lesson. It’s the student’s responsibility to return to the subject teacher.

The teacher must inform the ‘REF’ group that the referral has been resolved. A student cannot be sent to the referral room for the second

time by the same teacher if a meeting has not taken place fol-lowing the first referral.

If the first meeting has not taken place, the relevant teacher

will arrange for the student to work with another teacher with-in the department until the second meeting has taken place.

Stage 2

Should students fail to turn up for their first meeting, a further meeting is to be arranged. The Head of Depart-ment must be informed

Failure by the student to attend the second arranged

meeting, the student’s name must be passed to the Assis-tant Headteacher responsible for behaviour with the dates and times of when the meetings were arranged.

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LEVEL 1

Referral from a lesson due to Low Level Disruption Students will be sent to the referral room with work for the following low level disruptive behaviour:

Not bringing the right equipment

Use of mobile phones or other electrical devices

Being slow to engage or follow instructions to work

Talking unnecessarily or chatting

Calling out without permission

Showing a lack of respect for each other and staff One (1) LLD referral may result in the AC/AAC detaining that student during break, lunch or at the end of the day. Three (3) LLD referrals will lead to a day in the Restorative Centre Five (5) LLD referrals will to a further 3 days in the Restorative Centre with an assessment for support.

Parents will be informed via a text message when the student has been sent to the referral room LEVEL 2

Students who are involved in: Refusing to leave the room when requested Verbally abusing staff Threat or intimidation Physical violence Aggressive behaviour, including damage to furniture.

SLT or the Pastoral team should be contacted immediately via the ALERT email or send for support from HOD or the Referral Room

Stage 1 (Referral Room)

Further consequences will follow once sent due to one of the above

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4.15.4 Other circumstances where exclusion may be an outcome are: abusive behaviour, bullying, dishonesty including theft, failure to hand over electronic items, give your correct name in full, repeated deliberate disobedience.

4.15.5 The following sanctions can apply for misbehaviour: Detentions during break, lunch or at the end of the day Referral Room The Alert Email The Restorative Centre Fixed term exclusion up to a period of 45 days Referral to Alternative Provision for a fixed period of time. Permanent Exclusion 4.15.6 All students who are formally excluded will be placed on

the targeted support list by the member of SLT coordi-nating behaviour management, who will assign a support teacher to the student. The support teacher will have a re-integration meeting with the student within two school days following the student’s return to school. The student’s parent/carer will be invited to the meeting and the support teacher will complete an Initial Meeting and Monthly Re-view Meeting Report which will be emailed to the stu-dent’s Achievement Coordinator,(AC) a member of The Senior Leadership Team member (SLT) and the student’s parent/carer. If the parent/carer does not have an email address a copy of the report will be posted.

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4.15.7 Keeping children safe in education is our priority.

This school works in partnership with the wider school community to ensure Children and their families are safeguarded from radicalisation and extremism. In line with the PREVENT duty we will ensure that all staff and governors are trained, informed, recognise vulnerability and mitigate the risks. We will produce an action plan to mitigate identi-fied risks and ensure the curriculum embeds British Values, teaching our staff, children and visitors to be tolerant and have respect for all faiths within out multi-cultural society. This is under pinned by a range of other academy policies including ‘e’ safety, curriculum, staffing and safer recruitment. Our academy’s statement of values respects learner and staff diversity, encourages freedom and openness and promotes the learner voice

Keeping Children Safe in Education September 2018

Student Conduct and Misbehaviour Outside the Academy Premises A teacher may discipline a student for:

Any misbehaviour when the student is:

taking part in any school organised educational visit

travelling to or from school or wearing the academy uniform or

in some other way identifiable as a student at this acade-my

Or misbehaviour at any time, whether or not the conditions above apply, that:

Could have repercussions for the orderly running of the academy which includes e-safety/cyber bullying such as text messages,

facebook, WhatsApp, Twitter.

Poses a threat to another student or member of the public or

Could adversely affect the reputation of the academy.

Failure to comply with staff instructions

Students may face consequences if you are in the company of others when they are involved in negative behaviour.

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OUT-OF-SCHOOL BEHAVIOUR Duke’s Aldridge Academy is committed to ensuring our students act as ambassadors. Taking the above into account, we expect the following:

Good order on all transport to and from school and all education-al visits

Good behaviour on the way to and from school

Positive behaviour which does not threaten the health, safety or welfare of our students, staff, visitors or members of the public.

Reassurance to members of the public about school care and con-trol over students in order to protect the reputation of the acade-my.

Protection for individual staff and students from harmful conduct by students of the academy when not on the academy premises.

The same behaviour and expectations for students on the academy

ATTITUDE TO LEARNING

Students who are involved in displaying a poor attitude to learning in any form, may be withdrawn from mainstream lessons and placed in the Restorative Centre. Students will follow a 6 period day starting at 9.15am and finishing at 4pm. They will be isolated from other students, having shorter break and lunch times separately from the rest of the academy. Negative behaviour may include the following: play fighting and fighting, verbal abuse of other members of the school community, failure to comply with staff instructions, bullying, theft, destruction of personal property and academy property. The academy is actively engaged in restorative approaches to resolving issues, hence this method may be deemed more appropriate to have successful outcomes providing both parties are in agreement for this to take place.