Attitude to Learning (A2L)

& Behaviour for Learning

(B4L)

Policy Document and Frameworks

2016-17

2

Attitude to Learning and Behaviour For Learning Policy

1. PURPOSE At Hanham Woods Academy we operate a combined Attitude to Learning and Behaviour for Learning Policy. We emphasise that all students have a right to learn, that teachers have a right to teach and that everybody has a right to be treated with dignity and respect. The link between these two systems emphasises the fact that positive behaviour impacts on positive learning in the classroom. If students are to meet our expectations, they need to know what our expectations are. Furthermore, they need to know precisely, not roughly, what our expectations are. They also need to know that our expectations are consistent from one week to the next. We are clear and explicit with students about the consequences of their actions and we encourage students to take responsibility for their own behaviour by guiding them in making the right choices. This process is based on the principle of restorative justice. This means working together as an academy community to model, promote and maintain high standards of behaviour.

2. AIMS To create an environment in which high quality teaching and learning can take place. To build productive and positive relationships between staff, students and parents. To regularly praise and reward students’ good behaviour, attitude to learning and wider achievements. To provide staff with clear guidance so that behaviour is managed consistently across the academy. To identify students who require additional support in managing their own behaviour and provide early

intervention strategies.

3. PROCEDURES AND FRAMEWORKS (N.B. All lessons must have a published seating plan). A) ‘The Hanham Way’ - Whole Academy Expectations (Page 7) We continually refer to ‘The Hanham Way’ when we are managing students’ behaviour. These are the five key expectations we have of students within the academy and wider community. Both the Behaviour For Learning and Attitude to Learning Frameworks, are based on these ideals. They are intrinsically linked to our academy values of Trust, Responsibility, Ambition, Independence and Lifelong learning. When dealing with negative behaviour we refer to these expectations and focus on individual rights that have been affected. We bring students’ attention to how negative behaviour affects others by holding restorative meetings, conversations and completing reflective tasks.

Academy Expectations (The Hanham Way) Be ready to learn To be the best you can be Enable others to learn Treat others and our environment with respect Fulfil your responsibilities

3 B) A2L—Attitude to Learning (Page 8 and 9) In addition to our expectations, we use ‘Attitude to Learning’ language in every lesson. Students are scored in each lesson across the curriculum on a scale from 1-4. This score reflects the student’s overall attitude to learning in that particular lesson. We celebrate the Attitude to learning scores each lesson and through our rewards framework on a termly basis . Students are made aware of the learning expectations of showing grit and determination, maintaining focus and responding to feedback in our language in the classroom and through the tutor programme. C) A2L—Positive Attitude Framework (Page 11 and 15) We use praise, rewards and awards to promote, teach and support positive behaviour and to recognise achievement. This shows students that we value learning and effort and helps to promote a positive classroom climate and build good relations. The Positive Behaviour Framework is based on the Attitude to Learning scores in the classroom, together with a range of additional positive actions that contribute to meeting wider academy expectations and values. The Framework supports ‘The Hanham Way’ in outlining the impact of positive actions. It also describes the incentives offered for a positive attitude to learning, outstanding attendance and displaying a positive attitude in the wider academy. C) A2L —Negative Attitude Framework (Page 10 and 13) The Negative Behaviour Framework describes the links between negative actions and restorative options for dealing effectively with those actions. By providing students with clarity and certainty, we encourage students to take responsibility for their own behaviour. Through consistent application of this policy across the academy, we ensure that all students are guided to making the right choices with their behaviour and are able to meet the expectations outlined in the ‘The Hanham Way’. i. Classroom actions (Page 12) If a student is causing concern, the following actions should be taken, in sequence: 1. Remind the student of ‘The Hanham Way’. This is printed clearly in the Student Planner and displayed

in every classroom. 2. Clarify expectations and use the positive classroom management tips in this policy. 3. Use the language of choice and the common language script to remind the student of the

consequences of his/her actions. 4. Be clear that a sanction will be issued if behaviour does not improve and give the student time and

space to consider. A student may be handed the ‘Time to Change’ card to help him/her think about their behaviour and the negative impact this is having on others.

5. Issue the appropriate sanction if behaviour has not changed and log on Sims. 6. If a student’s behaviour persists or prevents others from learning, he/she may be withdrawn from the

lesson and asked to work in another classroom – the Safety Net. Subject Leaders will ensure a Safety Net timetable is in place, involving all members of the department except NQTs.

IMPORTANT: Record all incidents and referrals using Sims.net. Please refer to the Sims Guidance on the Support and Guidance Staff Site on Moodle. ALL negative behaviour incidents at any level must be appropriately followed up using the most corresponding restorative option and sanction. Negative behaviour is judged on a scale of low, mid and high tariff. Dependant on the circumstances and behaviours exhibited, relevant action is taken at the appropriate level. It is important that the choice of sanction is based on the principle of correcting the behaviour and rebuilding relationships but it should also be in line with the level of behaviour that has occurred.

4 ii) Sanctions: Restorative and Corrective (Page 13) The Negative Behaviour Framework is based on a variety of compulsory and optional additional sanctions to use as appropriate. The severity of the sanction is in proportion with the negative behaviour displayed. Compulsory:

All tariffs of behaviour (Low/Mid/High) - Restorative Meeting (Any member of staff) Students will have an arranged meeting with their teacher outside the normal lesson time to discuss their behaviour. This is a restorative conversation based on the principles and advice outlined in this document. This meeting can be student to teacher, student to student or a wider group based on the circumstances of what happened. Other Options: It is hoped that in the majority of cases, the compulsory sanction outlined above will be adequate in seeking a resolution to negative behaviour. However, there may be occasions where these restorative approaches have been tried and have proven to be ineffective or the behaviour is of a higher tariff and needs further sanctions, based on the circumstances of the individual student or incident. In these cases, it may be appropriate to implement more traditional sanctions. These more traditional sanctions are listed as options in the Negative Behaviour Framework. If they are applied, they need to be actioned and followed up by the member of staff at the relevant stage (Low/Mid/High Tariff). Low, Mid and High Tariff: Parents/Carers Contacted (All Staff) This can take the form of a note in the student’s planner to explain what has happened or to notify of a Learning Catchup session or CL detention. In many circumstances, it may be appropriate for staff to call parents/carers to inform them of negative behaviour. This is important in being able to effect change in the students’ longer term behaviour. When holding conversations about a student’s behaviour it is important to discuss strategies and actions for improvement. It may be necessary to hold a formal meeting with the student and their parents/carers in order to resolve persistence behaviour concerns. Mid and High Tariff: Subject Targets (Curriculum Leaders/Subject Leaders) It may be appropriate to place a student on Subject Targets for a short period of time. There is a template available for this in this policy for any CL/SL wishing to action this intervention. If a decision to put a student on subject targets is suitable, this must be communicated to parents via a phone call from either the subject teacher or subject leader. CL/SLs are responsible for the running of a subject target report card and must communicate with parent/carers during its use to ensure progress can be monitored and shared. A student should not be placed on a subject target card for longer than two weeks at any one time. Low Tariff: Classroom Community Service (All Staff) This can involve helping to collect in books and resources at the end of the lesson. This is a quick and simple sanction that can be applied to deal swiftly with negative behaviour in the classroom. Low, Mid and High Tariff: HWA Inclusion Stages (Tutors/Head of House/Raising Achievement

Leader/SLT) If a student’s behaviour is causing a general concern, he/she may be placed onto the HWA Inclusion Phases. This means that a student is placed on the phases at whichever level is appropriate. Students on the HWA Inclusion Phases are monitored at each level through a range of different systems for example Stage 1/2/3 reports, provided with a programme of intervention and set targets to support them in making positive changes to their behaviour. Possible interventions include SAF (Single Assessment Framework) and the SSP (Student Support Programme). Full details of these interventions are outlined in the Support and Guidance procedures.

5 Mid Tariff: Safety Net Plus (Curriculum Leader/Subject Leader) In some instances it may be necessary to pre plan a student’s withdrawal from a lesson. This should only be actioned in exceptional circumstances e.g. the student has not participated in resolving a previous negative behaviour incident or there is a subsequent lesson within a short time frame after a negative incident. The student must be informed and placed in the safety net for the lesson with work that would be completed if they were present in their usual lesson. It is important that the student’s learning is not hindered by this action. Mid/High Tariff: Behaviour Contract (Head of House/Raising Achievement Leader/SLT) In a small number of cases, it may be appropriate to use Behaviour Contracts. The purpose of these are to remind students of the expectations outlined in the Home-Academy Agreement and to have a guarantee of improvements in behaviour. This is usually put in place before a formal action plan starts at ISP Stage 1. Mid/High Tariff: Community Service (Head of House/Raising Achievement Leader/SLT) This involves students being assigned to the Site Team or individual departments for an hour to complete community service. Mid/High Tariff Academy Detentions (Head of House/Curriculum Leaders/Senior Leaders) There are three types of formal Academy Detention. The Senior Leader detention is run on Tuesday nights each week in the Careers room from 3.15pm—4.45pm. This is reserved solely for High Tariff behaviour. The Head of House detention is run on a Tuesday night 3.15pm—4.15pm. The Curriculum Leaders detention is run by individual curriculum/subject areas and can occur on any other night of the week when a SLT/HOH detention is not running. CL/SLs must inform parents in advance of the detention. This detention runs from 3.15pm to 4.15pm.

Mid/High Tariff: Alternative Day/Alternative Day Plus Provision (HOH/Raising Achievement Leader) This is a daily withdrawal system for students whose behaviour has been detrimental to the academy community and has negatively impacted on others. Alternative Day provision is between 9.00am and 3.30pm at MT level (AD) and between 9.00am and 4.15pm at HT level (AD+). The Alternative Day is an alternative to Fixed Term Exclusion and should be used in cases which do not fully meet the thresholds for exclusion but where a punitive sanction is necessary. This day is focused on reflection on incidents of negative behaviour and is run by the Head of House in the Student Support room throughout the week. High Tariff: Short term CLF Support (1-5 days in an alternative academy) (Senior Leaders) In some cases, it may be necessary to use alternative CLF academies for a short term intervention stay. This is to support the student in making positive choices with their behaviour but also to demonstrate that behaviour at this level will not be tolerated. This sanction is used if agreed in principle through the ISP stages process with the parent/carer. High Tariff: Medium term CLF support (1-2 weeks in an alternative academy) (Senior Leaders) In some cases, it may be necessary to use alternative CLF academies for a medium term intervention stay. This is to support the student in making positive choices with their behaviour but also to demonstrate that persistent behaviour at this level will not be tolerated. This sanction is used if agreed in principle through the ISP stages process with the parent/carer. High Tariff: Isolation (Senior Leaders) This is used in exceptional circumstances in order to remove a student from their daily timetable and be placed under 1-1 supervision with a senior leader. This can be due to their behaviour presenting as a risk to others’ learning or through several high tariff behaviours demonstrated in quick succession. This is a short term action taken within the timeframe of the academy day. No notice to parents is needed for this action.

6 High Tariff: Fixed Term Exclusion (Senior Leaders) The academy does not take the exclusion of students lightly and will always seek to solve behaviour issues with individuals within the frameworks and strategies outlined in this document. In some cases, it may be necessary to action a Fixed Term Exclusion due to the severity of circumstances of a particular case or for persistent refusal to follow academy rules and all other options have been tried previously. High Tariff: Managed Move (Senior Leaders) A student who is on Stage 2 or 3 of the HWA inclusion stages process may be placed on a ‘Managed Move’ to another school within the Local Authority. The aims and protocols of this process are managed by the local authority in conjunction with participating schools and academies. They are also stated in the HWA inclusion phases documentation. High Tariff: Permanent Exclusion (Principal) A student who has not met agreed targets as specified in the HWA inclusion stages ISP process and continues to be a persistent behaviour concern may face permanent exclusion from the Academy. This is never a decision taken lightly and is the final option taken once all other options have been explored. There are some occasions were a decision is taken to exclude on a permanent basis for a one off incident dependant on the severity of the behaviour and significant risk to others. All decisions on exclusions are made by the Principal who works within the framework of this policy.

4. RESTORATIVE JUSTICE

The Hanham Way Behaviour for Learning policy is based on the principles of restorative justice. Restorative justice emphasises repairing the harm caused to others by negative behaviour. It is a cooperative process

that includes all stakeholders.

There are four key principles to restorative justice.

RESPECT – for everyone by listening to other opinions and learning to value them. RESPONSIBILTY - taking responsibility for your own actions.

REPAIR – developing the skills within our academy community so that individual members have the necessary skills to identify solutions that repair harm and ensure behaviours are not repeated RE-INTEGRATION - working through a structured, supportive process that aims to solve the problem and allows young people to remain in mainstream education.

Restorative conversations are part of our everyday practice and we ask students to reflect on their behaviour by asking these questions:

What's happened? What were you thinking at the time? Who has been affected? In what way? What needs to be done to make things right?

It can be difficult to re-establish a relationship which has been undermined by a student who has rejected support and presented challenging behaviour. We recognise that it is, however, an essential skill for us to develop if we are to promote values of high achievement, learning and respect. Following the issuing of sanctions, we remember that we are assertive and are able to act in a supportive way. We remind the student of classroom expectations, set clear targets and we are explicit about rewards to promote positive behaviour.

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Academy Expectations: The Hanham Way - Posters for all classrooms

The Hanham Way expectations must be in a prominent place in every classroom and referred to when outlining academy expectations with groups or individuals. It is important to return to these expectations frequently

especially when dealing with negative behaviour.

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Attitude to Learning (1-4) - Posters for all classrooms

The Attitude to Learning descriptors must be prominent in the classroom and referred to in the everyday language in the classroom. Positive Attitude to Learning must be recognised and celebrated. A disengaged attitude to learning must be followed with appropriate actions as outlined in this policy. There is a student

version of the A2L descriptors available in the student planner.

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Attitude to Learning (1-4) Full Version for Student Planner

This overview of the four different A2L descriptors should not replace the four larger posters in the classroom. This can be used by teacher’s for reference when making judgements about a student’s A2L in the lesson. It can

also be used as reference for students if being asked to reflect on their A2L scores as part of a restorative conversation.

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Behaviour for Learning—Poster for all classrooms

This overview of the Behaviour for Learning system must be on display at the front of every classroom. This emphasises to students that behaviour is a choice and continuation of negative behaviour will lead to non

negotiable consequences. The Low/Mid/High Tariff behaviour system is referenced at the bottom of the poster. The theme of ‘Ready to learn?’ Is at the start of the poster to emphasise that those who come ready to learn

are likely to be more successful in their learning each lesson than those that are not ready to learn.

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This overview of the Attitude to Learning rewards policy must be on display at the front of every classroom. It is also available in the student planner. When awarding boost points, it is important to celebrate this publically. Individual lesson scores contribute to the overall A2L score at the end of each term. It is also essential to share these numbers and give verbal praise each lesson. This is particularly relevant with students that achieve a ‘1’

and ‘2’ for A2L each lesson.

Rewards @ HWA —Poster for all classrooms

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Teacher Guide to B4L in the classroom

13 Guide to Low/Mid/High Tariff Behaviour

L/M/H Who deals

with it? Descriptors What actions can be taken:

Low Ta

riff Beha

viour

(*Shortcut on Sim

s)

Refusing to work/follow instructions Non compliance with academy uniform rules Persistent low level disruption Sent to Safety Net Not having correct subject equipment* Not having a pen/Student Planner* Phone/MP3 use Late to lesson/tutor time Shouting out in class Swearing within classroom Eating in class Disruptive/irritating behaviour, e.g. tapping, throwing, nudging,

snide comments Home learning task not completed* KS4/5 - Coursework task not completed on time* Missed coaching/mentoring session without reason Low level ICT misuse (e.g. on websites/games in lessons) Disrupting the work of others Punctuality/attendance concern

Cla

ssroom Tea

cher/Sup

port Sta

ff

Compulsory actions: Restorative (RJ) Meeting Additional actions: Verbal or written contact

with parent/carer. Meeting with parent/

carer. Learning catch up session

for 30 minutes (lunch) Classroom community

service. Seating plan change.

Mid

Tariff B

ehaviou

r

Persistent low tariff behaviour or failure to resolve a LT incident Misbehaviour in the corridor/outside lessons Refusal to sit in Safety Net/failure to return to teacher after being

sent to Safety Net Refusal to wear correct school uniform Truanting from a lesson Lying Leaving litter Abusive language Argumentative attitude Smoking Refusing to hand over MP3 players/mobiles Dangerous Behaviour Out of Bounds Behaviour that contravenes Health & Safety Confrontational attitude/defiance Mid Level ICT misuse (e.g. interfering with another person’s

computer/breach of e-safety rules) Damage to Academy property through misbehaviour Misbehaviour during fire alarm Disruption in assembly Failure to bring HWA report card to be signed Persistent uniform issue (Tutor or HOH use only)

Cu

rriculu

m Lea

der (insid

e lesson) H

ead

of Hou

se (outsid

e lesson)

Compulsory actions: Restorative (RJ) Meeting Additional actions: Verbal or written contact

with Parent/Carer Meeting with Parent/

carer. Curriculum/Subject

Leader detention (Mon, Wed, Thu or Fri—3.15pm to 4.15pm)

HOH Detention (Tue 3.15pm—4.15pm)

Community Service HWA Inclusion Stages Behaviour Contracts Subject Targets Safety Net Plus Alternative Day

High Ta

riff Beha

viour

Persistent mid tariff behaviour or failure to resolve a MT incident External Truanting (evidence of being off site without permission) Bullying or verbal abuse Racial or homophobic abuse Swearing directly at a member of staff Theft/Vandalism Violence towards student/adult Drinking Alcohol Anti-social behaviour Downright refusal to do what is asked Use/possession of illegal substances/or any form of weapon or dangerous implement. High level ICT misuse (e.g. school network misuse) Sexualised behaviour Breach of Home-Academy agreement

RA

Lead

er or SLT

Compulsory actions: Restorative (RJ) Meeting: Additional actions: Verbal or written contact

with Parent/Carer SLT Detention (Tue

3.15pm—4.45pm) HWA Inclusion Stages Alternative Day Plus Isolation Federation Support Fixed Term Exclusion Managed Move Permanent Exclusion

14 The Hanham Way—Restorative Justice Meetings/Conversations

After an individual incident or series of negative behaviour incidents, it is necessary to hold a restorative meeting. This can take various forms from the quick meeting at the end of a lesson or a scheduled meeting slot in a break/lunch time or after school as appropriate to the situation. If the meeting is scheduled after school for longer than 10 minutes, please note that 24 hours notice is required. NOTE: If the teacher or curriculum/subject leader has decided to hold a more formal sanction, such as a detention, then the RJ conversation must take place as part of the sanction rather than as a separate action. The majority of these meetings will usually be held between the classroom teacher or tutor and student(s) displaying negative behaviour. However, it may be necessary to ask a third party to act as facilitator or mediator. The table below summarises five key questions of restorative justice that could be asked to guide the conversation. It also provides some advice to the facilitator of the meeting on how to achieve the best possible outcomes.

Questions Purpose Facilitator’s Script

FAC

T

1. What’s happened?

Everyone has a different perspective on any given experience or issue. Let everyone express how they personally experienced what has happened or is happening. This part of the meeting allows non judgemental listening of the facts.

‘Go on, Tell me more, Continue, please carry on, what happened next…’ ‘What happened before/during/after the incident?’

OP

INIO

N

2. What were you

thinking at the time?

Thoughts influence feelings and it is important here to let the student talk through their thinking at the time. Invite people in the meeting to express what they were/are thinking and how they were/are feeling as a result of their thoughts.

‘What was going through your mind when…?’ ‘How were you feeling inside…?’ ‘What were your thoughts before/during/after the incident?’

3. Who has been

affected?

Conflict and wrong doing impact on people and cause harm; this harm needs to be repaired. Invite each person in turn to consider who has been or is being harmed/affected by the situation/event. Encourage accountability and responsibility at this stage. Even if they were not the only student(s) involved, they still had a part to play in the incident which could have been avoided by making positive choices.

‘Who has been affected by all this?’ ‘Who else was involved?’ ‘Were there any bystanders?’ ‘Who was near you at the time?’ ‘Anyone else?’

HO

NESTY

4. In what way?

Conflict and wrong doing impact on people and cause harm; it is important to reflect and identify in which ways this harm has been caused. Invite each in turn to consider how they have affected others and in which way. It is important that the student is specific about the harm caused. It could be useful to refer to the ‘Hanham Way’ (Page 7) for ideas.

‘In what way have your actions/behaviour affected others?’ ‘How do you think the other person feels about your actions?’

AC

TION

5. What needs to be

done to make things right?

Those harmed/affected need to find ways forward for themselves. Invite each person in turn to express how each of their needs can be met, what support they might need to do this and how they will do things differently in future.

‘And what can you do/can be done to put things right?’ ‘What do you need right now to help you put things right?’

15 Guide to Rewards at Hanham Woods Academy

At Hanham Woods Academy we reward students who consistently meet our expectations and who also go the extra mile to take individual responsibility for their learning. Each term, students receive an ‘Attitude to Learning (A2L) Status’ which is linked to the daily Attitude to Learning scores for each lesson. The ‘A2L Status’ of Platinum, Gold, Silver and Bronze relate to different reward packages. At the start of each new term (1-6), there is a public celebration of the students’ achievements at a ‘House Rewards Assembly’. Students can boost their A2L Status by one level each term by collecting 15 BOOST points. BOOST points are available to reward students for their level of involvement in whole academy life. The A2L status for each student changes each term. The two annual House reward trips are based on the status achieved in Term 1 and 3. The Activities Day brochures are based on the status achieved in Term 4.

Status Why? What?

Pla

tinum

Average A2L score of 1.49 and above.

End of term A2L status certificate. Entry into prize draw for £50 Love to Shop

Vouchers. Principal postcard home. Automatic free entry into Autumn and Spring House

rewards trip. Platinum Activities Day brochure.

Gold

Average A2L score of 1.79 and above

End of term A2L status certificate. Entry into prize draw for £10 Love to Shop Vouchers. HOH postcard home. Automatic paid entry into Autumn and Spring

House rewards trip. Gold Activities Day brochure.

Silver

Average A2L score of 2.19 and above

End of term A2L status certificate. Ballot paid entry into Autumn and Spring House

rewards trip. Silver Activities Day brochure.

Bron

ze Average A2L score of below 2.20

End of term A2L status certificate. Bronze Activities Day brochure. Individual support to help Boost A2L status for next

term.

BOOST Points

BOOST ATTEND Attendance over 98% within the term. S&G Team

BOOST PUNCTUALTY No lates to AM/PM register in a term. S&G Team

BOOST B4L No negative behaviour incidents. S&G Team

BOOST UNIFORM Full compliance with uniform rules in a term. S&G Team

BOOST HOME LEARNING Outstanding piece of home learning. All Staff

BOOST SOTF SOTF nomination for subjects and tutoring. All Staff

BOOST EXTRA Participation in extra-curricular/enrichment activities. All Staff

16 Please note that there are several different ways to log negative behaviour on Sims for an individual or groups of students. For further information and guidance please refer to the Student Care and Guidance site on Moodle.

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Avoidance Strategies: Be organised and on time. Establish clear entry and exit procedures for your lesson and maintain these standards. On the way into the lesson address students’ uniform issues if necessary. Reinforce the seating plan. Have a positive or upbeat start to the lesson. Be aware of your tone of voice - calm and persuasive, not arrogant and condescending. Use your initiative, tailoring your actions to individual situations. Use students’ names rather than referring to them in impersonal terms. Have a sense of humour; be relaxed. Give students a choice or way out of situations. Loan pen to those without, but follow up after the

lesson or as a reminder for the next lesson. Diversionary Strategies: Give students responsibility (e.g. class monitor). Change the subject of the conversation if possible. Acknowledge the reason for the conflict but say you will help sort it out later. If appropriate, accept some responsibility for the situation and offer a new start. Be aware of the needs of individuals and, where appropriate, modify tasks or offer support. Bring humour to the situation but never sarcasm. Talk about students who have dealt with similar situations successfully. Use the personal touch - use the student’s name or reference previous achievements. Defusion Strategies: Offer a dignified way out of conflict. Avoid personal comments. Remain calm. Praise previous good behaviour. Managing Strategies: Use non verbal signals e.g. raised eyebrows. Ensure students leave your lesson on time—if you need to follow up issues, arrange to do this at

break or lunch. Ask for report cards at the start of the lesson and complete them during the lesson not at the end. Allow the student space—a way out, time-out etc. Keep conversation impersonal. Don’t make impossible demands. Avoid making threats—state facts and make statements. Follow up what you say you will do—always ensure there are fair consequences. Avoid physical contact. Use agreed systems. Try to ensure the safety of others within a group. Be aware of ‘Student Profiles’ and the individual needs in the group. Avoid confining a student who is determined to leave—let him/her go and follow it up later—let

others know if you need support with this.

Positive Classroom Management Tips

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The Student will be on their third warnings with a clear reason for each warning before being sent outside. The language that we will use with the student is set out below. “(Name) this is your first warning, and the reason for this is………….” “(Name) this is your second warning, and the reason for this is………” “(Name) this is your third warning, stand outside for a few minutes thanks”. At this point, the student could be given a ‘Time to Change Card’ to read through while outside. This should prompt the student to reflect on his/her actions in the classroom which have led to him/her being sent out. The student should stand outside for no longer than 2 minutes before being allowed back into the room. On his/her return, the student should hand back the card and continue with learning. If the student continues not to meet expectations he/she should then be sent to the Safety Net.

The Hanham Way—Common Language Script & Time to Change Card

You have been given three clear warnings and been sent out of the classroom. You now have time to

think and change.

1. What's happened? 2. What were you thinking at the time? 3. Who has been affected? 4. In what way? 5. What needs to be done to make things

right?

Time to Change

19 Behaviour and SIMS Tracking Routes—Negative Behaviour

Teacher completes SIMS entry at appropriate level.

Low Tariff Teacher or Support Staff

sanctions behaviour

Mid Tariff—Inside Lesson Referral using SIMs messaging to SL/CL

SL/CL Action

Mid Tariff—Outside Lesson (Inside Tutor Time—Tutor referral only) Referral using SIMs messaging to HOH

HOH Action

High Tariff Referral

using SIMs messaging to RA Leader

RAL Action

S&G team run weekly reports for:

Tutors HOH/RALs SLs/CLs

SLT

Tutors Use reports to

monitor behaviour. This

informs mentoring and

intervention with students.

HOH/RALs Use reports to

monitor and plan

interventions. Use to assess

impact of interventions.

SLs/CLs Use reports to

identify hotspots and plan

interventions. Use to assess

impact of interventions.

SLT Use reports to monitor and

identify whole Academy priorities.

Use to assess impact of

interventions.

Curriculum Staff

Tutors HOH

CL/SL

20 Hanham Woods Academy Inclusion Stages

Why?

There are some concerns with your behaviour, attendance, general progress or wellbeing i.e. persistent level N1/2 incidents.

It is necessary for your Tutor to monitor the situation and work with you and your parents/carers to support your learning and progress.

You have had a fixed term exclusion of between 1-3 days.

What happens to support you?

You will be placed on a Tutor Stage ‘Learning Support Card’ to monitor your progress.

Your tutor will help you set targets based on discussions with you and your parents/carers.

You will be asked to reflect on your strengths and areas for development through tutor coaching. Your progress is reviewed within 4 weeks.

Tutor Stage

Stage One

Stage Two

Stage Three

Stage Four

What happens to support you?

You will continue to be monitored on a Stage One ‘Learning Support Card’.

There will be a meeting between you, the school, parents/carers and other adults who will work to support you.

You will be placed on an ISP (Stage 1) action plan. Your needs may be assessed through Student Support Services to provide targeted support for you.

Review to take place within 6 weeks.

What happens to support you?

You will be placed on a Stage Two ‘Learning Support Card’ to continue to monitor your progress.

You will be placed on an ISP (Stage 2) action plan.

If not already done at Phase One, your needs will now be assessed through Student Support Services.

Review to take place within 6 weeks.

What happens to support you?

You will be placed on a Stage Three ‘Learning Support Card’ to continue to monitor your progress.

You will be placed on an ISP (Stage 3) action plan where a managed move to another school may take place.

A review of this will take place within 6-12 weeks.

What happens?

If a managed move was successful at Stage 3, you will be supported with a permanent transition to your new school.

If a managed move was unsuccessful at Stage 3, you will be permanently excluded from HHS if your behaviour continues to cause concern to the school community.

Why? There are general concerns with your

behaviour, attendance, general progress or wellbeing despite the support offered to you.

You have had a fixed term exclusion of over 3 days or more than one fixed term exclusion of between 1-3 days.

It is necessary for your Head of House to monitor the situation and work with you and your parents/carers to support your learning and progress.

Why?

There are more concerns with either your behaviour, attendance, general progress or wellbeing despite the support offered to you.

It is necessary for your Key Stage Leader to monitor the situation and work with you and your parents/carers to support your learning and progress.

Why? There are serious concerns with either

your behaviour, attendance, general progress or wellbeing despite the support offered to you in the previous stages.

It is now necessary for a Senior Leader to support the intervention work.

Why?

You have chosen not to engage in the support offered in the previous phases.

You have not been committed to making positive changes.

Your conduct is a major concern to the school community.

Go

od

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ices

Bad

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es

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ices

Go

od

C

ho

ices G

oo

d

Ch

oices

Go

od

C

ho

ices

ISP3/Managed Move

Permanent Exclusion

ISP Stage 2

ISP Stage 1

21

Han

ham

Wo

od

s A

cad

emy

Le

arn

ing

Sup

po

rt C

ard

—Tu

tor

Ph

ase

Ple

ase

use

th

e f

ollo

win

g sc

ori

ng

syst

em

in r

ela

tio

n t

o t

he

tar

gets

se

t:

Ta

rget

Ach

ieve

d

Targ

et

No

t A

chie

ved

Ple

ase

no

te t

he

ove

rall

A2L

sco

re in

th

e ci

rcle

.

DA

Y LE

SSO

N 1

LE

SSO

N 2

TU

TOR

LE

SSO

N 3

LE

SSO

N 4

LE

SSO

N 5

SI

GN

ATU

RES

MO

ND

AY

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

A)

____

____

____

__

B)

____

____

____

__

TUES

DA

Y 1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

A)

____

____

____

__

B)

____

____

____

__

WED

NES

DA

Y

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

A)

____

____

____

__

B)

____

____

____

__

THU

RSD

AY

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

A)

____

____

____

__

B)

____

____

____

__

FRID

AY

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

A)

____

____

____

__

B)

____

____

____

__

To t

he

Stu

den

t:

Yo

u m

ust

giv

e th

is c

ard

to

yo

ur

clas

s te

ach

er a

t th

e st

art

of

the

less

on

. A

t th

e en

d o

f ea

ch d

ay y

ou

mu

st t

ake

it t

o y

ou

r Tu

tor

f

or

sign

atu

re (

b)

in t

he

last

co

lum

n.

To

Par

ents

/Car

ers:

Y

ou

are

ask

ed

to

insp

ect

th

e r

ep

ort

ca

rd e

very

day

an

d s

ign

it a

t (a

) in

th

e la

st c

olu

mn

. T

ha

nk

you

.

22

Han

ham

Wo

od

s A

cad

em

y

Lear

nin

g Su

pp

ort

Car

d—

Targ

ets

Targ

et

1

Targ

et

2

Targ

et

3

23

Name:

Tutor Group

Date of Incident:

Who asked you to fill in this form?

BASIC DETAILS ABOUT THE INCIDENT

What time did the incident take place?

Where did the incident take place?

Which other students were involved?

Who else saw what happened?

Write down what happened step-by-step ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

Any other comments?

Student Signature:

Date:

Staff Signature:

Date:

TO BE COMPLETED BY STUDENT

24

Name:

Tutor Group

Date of Incident:

Who asked you to fill in this form?

BASIC DETAILS ABOUT THE INCIDENT

What time did the incident take place?

Where did the incident take place?

Which other students were involved?

Who else saw what happened?

Write down what happened step-by-step ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

Any other comments?

Staff Signature:

Date:

TO BE COMPLETED BY STAFF

25

Setting up the Home Page of Sims.net The home page of Sims.net can be configured to display important information that is relevant to you and your role. To change the set up of this page, press the ‘Configure’ button.

This will allow you to make changes to the panels at the bottom of the page. You can set up a number of columns and rows of different data from several options. For the best display layout, it is recommended to add two columns and then three or four rows (dependant on how much data you want to display). This example shows data panels for attendance, messages, negative and positive behaviour summaries, the School diary and favourites. It is essential that every member of teaching staff has this information on display as a minimum.

26 How to configure the Home Page Once you have clicked on ‘Configure’, the pop up box will show you what is available to add. Important: Ensure that the ‘School Bulletin and Logo’ and ‘My Classes Today’ are checked.

On the left hand side, there are a variety of different options to add from Section A. To add them to your home page, you need to click and drag the icon you want into the appropriate cell on the right hand side.

Click here to set up the number of Rows and Columns you want. The recommended is 4 rows and 2 columns.

Choose the following icons to add to your homepage. Attendance Summary My Messages Behaviour Incident Summary Achievement Summary My Favourite Reports School Diary Favourites Click ‘OK’ to return to the homepage.

27

How to configure each panel To configure each panel to your own personal settings, click on the spanner icon to the right.

The pop up box that appears is very similar for most panels. Select the cycle you would like to see

appear (this is the date range). Select the group type you want from

the drop down list. Then select the tutor group (as many

as you want) from the check boxes. Highlight all the behaviour types in

the left column and move then to the right using the left arrow. The items in the right panel will be the behaviours that display on the homepage.

Once you click ‘OK’, the data will appear on your home page.

After selecting your criteria, you can click ‘Generate Title’ and it will give the panel a unique name based on what you have selected e.g. ‘Attendance Summary for HC01’. It is also possible to add more than one panel of the same category. For example, the Raising Achievement Leader can add data on Year 7, Year 8 and Year 9 separately or have one panel showing all of this information at once.

28

Appendices

Good Ideas for Positive Classroom Management

All templates are on the Behaviour for

Learning staff course on Moodle

29

The 5

Minut

e B

4L P

lan

@ H

anh

am W

oods

Aca

demy

30 Som

e I

deas

for

Class

room

Rules

and

Rou

tine

s

Cre

ate

a t

alk-o-

mete

r fo

r no

ise leve

ls in

the c

lass

room

.

Cre

ate

a c

lass

room

job

s list

where

you

can

get

stud

ent

s to

pick o

ut

pegs

fro

m t

he c

lass

set

for

the

less

on.

Cre

ate

a ‘How

are

we learn

ing?

’ ch

art

. This s

igna

ls w

hat

sort

of

learn

ing

is t

aking

place

.

An

idea f

rom a

primary

class

room

, but

cou

ld b

e

used t

o sh

ow t

he d

iffe

rent

ph

ase

s of

a less

on (e.g

e

Con

nect

the learn

ing)

. You

co

uld g

et

a s

tudent

to

say

if t

he c

lass

are

on

track

.

A n

ice idea f

or T

utor

Tim

e u

sing

pr

aise a

nd r

eward

s on

the c

hart

.

When

the light

is o

n st

udent

s ca

n’t

talk t

o th

e t

each

er—

perf

ect

for

ass

ess

ment

s.

Blurt

Alert

card

s ca

n be u

sed t

o give

a n

on v

erb

al

reminder

of t

he r

ules.

It

wor

ks

well a

s it d

oes

not

inte

rrup

t th

e f

low o

f th

e less

on.

31 Som

e I

deas

for

Class

room

Rou

tine

s and

Rules

The ‘Team H

’ Too

lkit—

usefu

l class

room

mana

gement

tech

niqu

es

e.g

. timer

A B

4L c

lass

log

can

help t

o ens

ure

cons

iste

ncy w

ithin o

wn

pract

ise.

Having

class

rou

tine

s on

display is

a

good

way t

o re

mind s

tudent

s.

Eff

ort

Mete

r which a

llow

s st

udent

s to

foc

us o

n th

eir a

ctions

in

less

ons.

Warn

ing

card

s ca

n be u

sed t

o give

to

stud

ent

s as

a n

on

verb

al sign

al. I

t wor

ks

well as

it d

oes

not

inte

rrup

t th

e

flow

of

the less

on.

Use

ful fo

cus

for

desire

d

behaviou

rs w

ith p

art

icular

grou

ps. This c

ould linked t

o re

ward

s.

32 Som

e I

deas

for

Class

room

Rou

tine

s and

Rules

This f

low c

hart

explor

es

the r

ation

ale f

or s

ett

ing

rules

toge

th-

er

in t

he e

stablish

ment

phase

or

reest

ablish

ment

phase

of

a

class

.

Use

one

or

two

phon

e c

all h

ome c

ard

s a d

ay. This

is a

goo

d s

trate

gy f

or s

tudent

s who

are

gett

ing

back

on

track

or

for

thos

e w

ho

have

pers

onalise

d

targ

ets

aro

und p

art

icipation

in

class

.

This c

an

be u

sed w

ith c

lass

es

to h

elp

est

ablish

share

d c

lass

room

rules.

33

Primary and Secondary Behaviour

Concentrate on primary behaviour and ignore secondary behaviours. Secondary behaviours include: pouts, sighs, whines, folded arms etc., Obviously verbal abuse or aggressive behaviour can not be ignored. Doing this helps you to keep focused on the primary issue and avoiding arguments.

Direct to behaviour

Focus on the desired behaviour rather than the behaviour we don’t want or rule breaking behaviour. For example, ‘Wash your brush before you put it away’ rather than ‘Don’t leave your brush like that!’ ‘One at a time, thanks’ rather than ‘Don’t interrupt me!’

Rephrase negatives

Rephrase negatives where possible: ‘Don’t walk away from the mess’ as a general direction can become ‘Okay, everyone (pause) let’s beat the clock to pack—up time. I’m counting: 30, 29, 28…’ ‘Why is this table so noisy? I’m sick of you lot talking loudly’ can become ‘Keep the talking noise down at this table, thanks’.

Keep directions brief

Avoid over dwelling, mixed messages and labelling: ‘Dean (…) Sean (…) facing this way and listening, thanks’ rather than ‘Don’t talk when I am talking’. ‘Face this way, thanks’ rather than ‘I’m sick and tired of you two talking. You never listen, do you?’

Conditional directions

‘When...then’ ‘ After...then’ ‘

Yes...when’ A conditional direction simply makes one thing dependent on another e.g. ‘When you’ve washed your brush, you can hang your painting up to dry’. ‘After you’ve packed up your mess, you can go out to break time’

Reminding

Students need numerous reminders about rules and routines. ‘We’ve got a rule for asking questions. Use it thanks’ said positively, with expectation and take up time, can refocus students quickly to school and classroom rules and routines. When two students are talking quite loudly during on task time, the teacher walks over and reminds, ‘Remember our rule for working noise, thanks’.

Privately understood

signals

A student has leaned back on his chair several times. The teacher could use verbal correction: ‘James, Sitting up, thanks’, or the teacher could gain eye contact and give a privately understood signal: extend the thumb and the first three fingers in a downward motion as if signalling four chair legs on the floor. This is in preference to ‘Don’t lean back on your chair like that. You’ll break your neck!’

34

Other non verbal signals

Extending a hand upwards to remind those who call out to put their hands up. The teacher doesn’t have to look in the direction of those calling out. Extending the hand upwards and the four fingers to the mouth communicating ‘hands up without calling out’. Using the forefinger and thumb in a closing motion and pointing to the mouth reminds students to speak more quietly. This is especially useful when signalled across the room.

The Pause

When teachers want to initiate and sustain attention, thoughtful use of the pause can help. When initiating attention, especially with a group, it may be necessary to lift the voice a little. Following this with a pause, before giving necessary direction, conveys the expectation that the student (s) look towards the teacher, listen and subsequently respond. It is an underrated and underused non verbal cue.

Gaining group attention

There are crucial times in the lesson when group attention is necessary e.g. the beginning of a lesson or instructions for the next activity. It is important to have a simple routine for gaining attention that doesn’t require that we resort to shouting or talking over the noise. Some teachers have non verbal clues such as walking to the centre and front of the room to indicate the expectation of location, then ring a bell or something else that makes a sound. Students need to know that when the teacher does this they are expected to ‘face this way and listen’.

Take up time

Take up time refers to the time a teacher gives a student to respond to correc-tive discipline. It also includes face saving. After giving a direction to a student, the teachers attention goes elsewhere briefly to allow the student time to change their behaviour. This works well as it draws other students’ attention away from the student misbehaving and back onto the teaching.

Tactical ignoring

Tactically ignoring some behaviour is a teacher’s conscious decision to ignore certain behaviour and keep the focus on the flow of the lesson, or on acknowledging and reinforcing positive behaviour. This emphasis is appropriate when a teacher ignores several students calling out. A general rule reminder is given to the whole class: ‘Remember our rule for hands up, everyone?’ The teacher then focus on the students with their hands up, who are not calling out. The student who whines when asked to pack up is ignored, though the teacher may feel like saying ‘Look. Why can’t you do something just once!’ Tactical ignoring is particularly useful for dealing with secondary behaviour e.g. eye rolling, tutting etc.

Directing students aside.

During on-task phase of the lesson, it can be helpful to correct some students more privately, at it were, by distracting them away from their immediate audience. A teacher can di this by calling over a student to speak to them. By moving the student is taken away from their audience nearby. Take up time has also been allowed and then the teacher either reminds, directs, or gives a choice dependant on the situation.

35

Distraction

A casual question or statement can also direct a student back on task without making a big fuss. Examples: When a student comes in late, the teacher simply directs to his/her seat. The teacher can speak to the student about the lateness later in the lesson. With low level disruption such as quiet chattering that distracts from the task, students staring out of windows, a teacher can distract or divert using a causal intervention such as : ‘How’s t going then?, ‘Can I have a look?’

Group directions/reminders

The teacher wants to remind the students of the hand up rule. ‘Before we begin, lets remember our rule. Hands up without calling out’. If students then call out, the direction or reminder is brief , even non verbal, ‘Hands up without calling out thanks’. This is said as the teacher scans the room, not just given the direction or reminder, ‘Remember our communication rule. Thanks’. She’ll then be scanning for hands up without calling out.

‘I’ statements

‘I’ statements can be used to convey the teacher’s needs and concerns or to tune in to the students’ needs and concerns: ‘David, I can see you are upset because the work is hard (whatever)… This tunes in to what the student may be feeling and can be followed by a direction, distraction or question as appropriate, for example ‘I think it might help you…’

Talking out of turn

When a student calls out or butts in the teacher can choose to: Tactically ignore each student who calls out. Use a rule reminder and refer to the rule ‘David, we have a rule for asking

questions. Use it, thanks’. Give consideration to whether seating is affecting how students communi-

cate in public forums.

Direct questions

You see a student dropping litter. Rather than saying ‘Don’t drop litter’ (which students will sometimes respond to saying they didn’t even though you saw it!), say ‘What’s our rule for dropping litter, thanks’ . This is more assertive and will not lead to an argument.

Relocation in the room

Not all students respond to least intrusive correction. Rather than yell at them, we can clarify the consequences of continuing to disrupt others: ‘If you continue to (here, be specific about the off task behaviour) then I’ll have to ask you to… (her outline the deferred or immediate consequence) - working away from others, safety net, restorative justice meeting). Doing this is treating students as if they can make decisions about their behaviour

Partial agreement

Partial agreement refers to recognising some of the issue but then directing else-where. E.g. ‘Chloe, I understand that he may be talking as well… it is now time to focus on your work too’.