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Behaviour Policy (Unratified) 2016

Brynmawr Foundation School

BRYNMAWR FOUNDATION SCHOOL

Behaviour Policy

2016



A) Introduction

At Brynmawr Foundation School we believe that access to educational achievement and success and the promotion of students’ social, emotional health and well-being are rights that should be available to all students throughout their time in the

school.

Effective teaching and learning can only take place in a well ordered environment. Promoting positive behaviour requires the commitment of all members of our school community, students, parents, governors and staff; it requires a consistency of

practice across the school to ensure that students know the standard of behaviour that is expected of them.

Our Behaviour for Learning Policy invites all members of the school community to actively participate in enabling all young people to strive to reach their full potential.

The Behaviour Policy assists Brynmawr Foundation School in offering all students an education of the highest quality as an essential preparation for life and to enable

each student to develop towards their full potential, both as an individual, and as a member of the wider community.

If all members of the school community are to achieve their best then they must be free to learn and teach in an environment that is caring and respectful, open and

welcoming, culturally affirming and equitable.

We also believe that the highest standards of academic achievement and well-being can only be attained where the highest standards of personal conduct and behaviour exist.

Our aim is for all students to develop the necessary social, emotional and behavioural skills to make wise choices about their behaviour, to take responsibility

for their behaviour and to access rewards and recognition for doing so.

This behaviour policy provides the framework for all of our work in managing and modifying the behaviour of our students.



Our Principles

The primary purpose of Brynmawr Foundation School is to be a place of learning for

the students who are in its care. The emphasis is on good order and respect for the individual thus enabling high

quality teaching and learning for all members of our community.

It is our belief that if our approach to behaviour management is consistent and applied by all it will make a significant difference to our ability to teach well and our students’ ability to learn effectively.

We recognize that the vast majority of students want to behave well and want to

learn. With positive behaviour management we can help them to achieve to the best of their ability.

All our students have a right to an education that engages and challenges them and enables them to reach their potential through the highest standards

of academic achievement and the development of their personal, social and life skills.

The highest standards of academic achievement and personal and social

development can only be achieved where the highest standards of personal conduct and behaviour exist.

All students have a right to an education that is not under-mined or damaged in any way by the unacceptable behaviour of other students.

All members of the school community are responsible for ensuring that the

highest standards of behaviour for learning, and behaviour around the school site, exist at all times and during school activities off-site.



1. Our Expectations

All members of the school community are expected to:

Treat others with respect and dignity at all times.

Attend regularly and arrive on time.

Take an active part in lessons and other activities and complete all tasks to the

best of their ability.

Follow instructions.

Take pride in our work and achievement and that of others.

Respect the school, its neighbours and surroundings and other people’s belongings.

Ensure the health and safety of others at all times.

As a School, Brynmawr Foundation School pledges to:

Providing challenging and enjoyable learning experiences.

Having high expectations of everyone.

Developing confident, ambitious and determined learners who take pride in everything they do.

Ensuring that everyone feels safe, secure and happy to be at school.

Promoting the acquisition of life skills and a sustained growth mind-set.

Valuing and celebrating each individual’s progress and effort.

Supporting, guiding and inspiring each individual in order to maximise their potential.

Expecting personal responsibility and respect for others.

Encouraging positive relationships between all partners in the school

community.

We believe that everyone matters.

3. Responsibilities

All members of the school community are responsible for creating a school

environment that is characterised by the highest standards of behaviour. The specific responsibilities of the members of the school community are:

Students

All students are responsible for their own behaviour at all times.

Parents

All parents are responsible for supporting the school to ensure that their child/children adopt the highest standards of behaviour in school.

Staff

All staff are responsible for creating a school environment that is characterised

by: a) the highest standards of behaviour through the implementation and day-to-

day management of this policy, and the management of behaviour effectively in the least intrusive calm, consistent and courteous manner.

Governors

All governors have responsibility for establishing this policy, ensuring it is communicated and reviewing its operation.



Governors will support the school in maintaining high standards of behaviour.

2. Policy Aims

The aims of this policy are to:

Create a school environment that is characterised by the highest standards of

behaviour so that students reach their potential through the highest standards of academic achievement and the development of their personal and social skills.

Provide a clear, fair and consistent approach to behaviour management that is known and understood throughout the school community.

Support students to modify negative behaviours and make responsible, positive

choices, through a range of strategies that includes the use of sanctions for unacceptable behaviour and the provision of an explicit curriculum which enables students to learn the social, emotional and behavioural skills necessary to

support their academic achievement and that of others.

To provide differentiated support to students experiencing continuing behavioural,

emotional and social difficulties. To be successful in achieving our aims we need to:

Base all systems, procedures and practices on a robust understanding of

behaviour and the needs underlying it. This is supported through the centralising of behaviour recording on SiMS providing transparent accountability and support

for all stakeholders.

Ensure that behavioural expectations are consistent across the school, clearly

understood and shared by all: students, staff and parents.

Provide clear sanctions and other strategies which aim to reduce the likelihood of

unacceptable behaviours occurring or recurring.

Ensure that all staff have the required knowledge and skills to successfully

manage unacceptable and challenging student behaviour.

Work closely and actively with parents and carers in a respectful, positive and

productive partnership. Behavioural and Achievement milestones will be reported to parents to both inform and engage.

Provide explicit and individually tailored support to enable students to develop the

five aspects of social and emotional learning which will enable them to take responsibility, develop respect for themselves and others and understand and

modify their behaviour (reinforced throughout the curriculum and the school day).

These are:

Self-awareness and self-valuing

Managing feelings

Motivation

Empathy

Social skills

Where appropriate, work closely with other agencies. (See Appendix 1.1)



B) PROMOTING POSITIVE BEHAVIOUR

1. Environment and Ethos

A core belief of Brynmawr Foundation School is that the creation of a positive environment and learning ethos throughout the school will reduce the likelihood of

challenging and unacceptable behaviour arising. We believe that it is always better to prevent or avoid incidents of unacceptable

behaviour occurring than to deal with them and their aftermath.

1.1 Care and Supervision It is important that students feel safe and are supervised by adults at all times while

they are in school. The following steps are in place to ensure that this is the case:

Throughout school day, all areas of the building and outside areas are well-

staffed and that staff are able to observe students at all times.

During break and lunch-time, members of staff are deployed to supervise students and take the opportunity to engage with them.

Students out of class must have the written permission of their teacher

(Subject Passes). Member of the Senior Leadership team will be around the corridors, in order to ensure that any students out of class are supported back

into their lesson, and to ensure that any incidents are reported as appropriate (At least one member of the SLT is available at any one time to deal with any incidents that may arise)

In lessons, good staff ratios mean that all students are able to receive

appropriate support to engage in their learning.

Additional support is in place for those students who are disengaged or who are disrupting the learning of others, so they can work a one-to-one or small group basis, either within the classroom or elsewhere. (Learning Coach Led)

1.2 Environment

At Brynmawr Foundation School we maintain well-equipped classrooms, labs and

workshops in good decorative order, removing graffiti immediately and restoring the effects of any vandalism. The site is secured to safeguard students. Supervisors are deployed in the corridors and toilets and the site team clear litter daily. Students are

encouraged to show respect for their school. The school provides safe and pleasant areas, indoor and out, for students’ recreation

and extra-curricular activities. Teachers ensure that we maintain high-quality displays which celebrate students’ achievements and offer a forum to recognise their individual personalities, strengths

and talents, and build self-esteem.



2. Classrooms – Learning and Achievement

All students will behave well when they are able to access learning that is

appropriately challenging, well differentiated, well-paced and interesting, provided in a learning environment that sets high expectations for their learning and behaviour, values them, provides them with a sense of belonging and emotional security.

2.1 Classroom Ethos

We aim to ensure that all classrooms provide:

Positive and respectful relationships between staff and students.

High expectations of student behaviour, learning and achievement.

Learning experiences that appropriately challenge and engage all learners so that they learn and progress in each lesson.

A classroom ethos that is calm and positive, offering students a high level of

emotional security.

A range of opportunities to acknowledge and celebrate student progress and

achievements.

Opportunities for all students to feel that they belong and are able to

contribute to learning and achievement in the classroom.

Adults who model emotionally literate behaviour, tolerance, humour and

respect.

Clear expectations of adherence to the school’s rules which are continually and

consistently reinforced by all staff members.

A regular revisiting of the school rules within each class. The rules are shared

and discussed with the group regularly and displayed in the class room. To help us achieve our aims we have agreed a set of rules for around the school.

These rules form part of our Behaviour for Learning Policy and students are expected to follow them at all times. (Appendix 2.1) 2.2 Relationships

Relationships between staff and individual students are central to the creation of a positive ethos in the classroom and across the school.

They are critical to the improvement of student behaviour. Relationships take time to develop, and finding ways of establishing positive ones

are the responsibility of the adult. We strive to achieve good relationships with all of our students through:

Having high expectations of them and their potential to grow and achieve, academically, personally and socially.

Developing a thorough knowledge of the learning needs, progress and achievements of the students with whom we work.

Demonstrating interest in their wider lives.

Demonstrating respect in all our interactions with them.

Engaging in conversations during unstructured times.

Using appropriate humour.

Ensuring that restorative and relationship building conversations take place.



2.3 Praise and Rewards

Praise and rewards are highly motivating and are critical to the creation of a positive

ethos in the classroom and across the school. All staff should seek every opportunity to provide appropriate and regular praise to

individuals and groups. To ensure that students are engaged in the life of the school it is essential that they experience more praise than criticism.

Praise is used for good and improved behaviour, consistent outstanding effort, politeness, acts of kindness, high-quality work. Praise should be specific and it is

vital that staff explain to the students the reasons for the praise explicitly. Teenagers can find praise embarrassing, or hard to accept, and may react negatively

and staff bear this in mind when deciding when, where and how to praise students.

Brynmawr Foundation School rewards students in a variety of ways. All students should receive rewards, including those who regularly display exemplary behaviour.

There are a number of reward mechanisms: a) All teachers and support staff will:

Provide praise to students who demonstrate good and improved behaviour,

consistent outstanding effort, politeness, acts of kindness, high-quality contributions to lessons, high-quality work, high-quality homework etc.

Contact parents when a child has produced some exceptional work.

Draw the attention of Heads of Faculty, Heads of Year & SLT to work deserving of

praise when they visit classrooms

Award Achievement points to all students who display all three good behaviours

in their lesson, or for good and improved behaviour or work.

Nominate students for certificates and awards

b) All tutors will:

Provide praise to students who demonstrate good and improved behaviour,

consistent outstanding effort, politeness, acts of kindness, high-quality contributions to lessons, high-quality work, high-quality homework etc.

Draw the attention of Heads Of Year and Heads of Faculty to work deserving of

praise when they visit classrooms

Recognise and celebrate Achievements (especially 25+) on classroom walls and in

planners

Weekly behaviour point and achievement update

Discuss concerns with pupils as a first point of contact & update parents with

concerns as appropriate. c) Heads of Faculty will:

• Visit classrooms and praise students for good work or effort

• Invite SLT to come and praise students for good work or behaviour • Send cards home when students are particularly deserving of praise.



• Update Faculty staff of Termly Achievement totals, and identify outstanding

contributions within the Faculty. d) Heads Of Year will:

• Identify the top group each term and provide some tangible rewards (regularly

negotiated with groups and individual students.

• Conduct termly awards ceremony for their Year. Prizes are awarded for specific levels of achievement, 100% attendance, and staff recommendations based on

effort and good behaviour catalogued via SiMS. • Award certificates for excellent behaviour, making good choices and producing

good quality work.

• Organise rewards trips and activities.

e) Senior Leaders will:

Visit classrooms to recognise and celebrate good work and behaviour.

Organise celebrations of achievement for their section of the school, inviting

parents to share in the success. f) The Head Teacher will:

Attend awards ceremonies wherever possible to present certificates, awards etc.

Write to the parents of students when they gain 150 merits.

Award Head teacher Commendations to students who produce exceptional work.

Inform governors of students’ successes.

g) Parents will support their child, for example, by:

Showing an interest in their work, merits, certificates, awards and commendation

letters, and ShowmyHomework

Providing some treat as a reward when they hear of good work or behaviour

Attending awards evenings and assemblies whenever possible

2.4 Developing Students’ Social, Emotional and Behavioural Skills (SEAL)

The school places great emphasis on the development of social, emotional and behavioural skills.

• All Tutors teach the skills of SEAL within the PSHE programme and through curricular lessons in KS3.

• All staff reinforce the skills of SEAL consistently across the school day.

• Staff provide strong role models in ‘walking the talk’, consistently modelling the skills and recognising the students use of these skills at every opportunity.

(Appendix 3.1)



2.5 Rewards System

It is the schools belief that behaviours should be recognised when positive, creating a culture that celebrates praise, application and achievement.

Points should be awarded based on the following criteria:

Targets being achieved

Following instructions

Adhering to class/school rules

Polite & respectful to pupils & staff

Focussed on task

Question and challenge appropriately & offer opinions

Empathy and emotionally considerate

Share / co-operate

Self-control / honesty

Positive modelled behaviour

Understanding positive behaviour (Appendix 4.1)

This criterion gives the opportunity for ALL pupils to achieve, regardless of

circumstance or ability, and provides a sustainable target for all members of the School community to aspire to.

All school staff should informally aim to do the following;

Get to know the students you teach and reward them appropriately.

Use Verbal Praise/encouragement during lessons, registration or whenever

appropriate.

Displaying Student Work - in class, on corridors and on the electronic screen and

website and update as appropriate.

Inform appropriate line managers about individuals, groups or classes worthy of

additional commendation.

Phone Home to comment on positive behaviour or the distribution of subject

specific Postcard positive notifications.

Use positive postcards to acknowledge good behaviour, academic and non-

academic achievement with the students you teach.

These should all be logged via Achievement & Interventions.

Staff should also aim to forward anything significantly positive about students in school life to Heads of year for further promotion, and to develop awareness across the whole School community.



2.6 School and Class conduct

Classroom, corridor and Whole school conduct and behaviours are expected to reflect and support the positive School Ethos.

Classroom Rules

1. They must be simple. Although each rule must be taught and modelled extensively, the simpler and clearer

they are to begin with, the more impact they will have. 2. They must be definable. Effective rules have no grey area. Staff must be able to communicate, exactly what is

and isn’t acceptable within their classroom. Any uncertainty over what constitutes breaking rules leads to arguing and resentment—which in turn render consequences

much less effective. 3. They must be enforceable. Avoid rules that are ambiguous or difficult to enforce. A lack of self-respect doesn’t

disrupt the class and thus wouldn’t be considered misbehaviour, but any consequential actions may. 4. They must be expansive

If you enforce a consequence, but can’t cite what rule was broken, then your students won’t trust you.

They must know when they’ve broken a rule or they won’t take responsibility for their misbehaviour. 5. All Class rules must be prominent.

Their presence should be a constant reminder to every student that learning is the priority, and consistent across the School.

6. They must be behaviour rules only. Classroom rules must reflect behaviour expectations and kept separate from academic expectations.

Alongside Class Rules supporting consistent pupil behaviours, a uniform approach towards expectations within classes supports whole school attitudes.

Routines applied in all subjects quickly become second nature, and all staff will be expected to support the following protocol wherever possible;



Classroom Protocol

Entering: -

- Staff to ‘welcome’ pupils on the pupils arrival at the classroom and stand at

the entrance to the classroom as the pupils enter

- Pupils to enter classroom and stand in silence behind their chairs

- When asked pupils to sit down and remove their equipment from their bags

During: -

- Pupils to stand if other members of staff enter the room (Exempting Practical

subjects as appropriate)

- All pupils to focus exclusively upon the member of staff whilst the teacher is speaking.

- Pupils must have a Toilet/Faculty Pass at all times if allowed to leave a lesson during the allocated period.

Exiting: -

- Pupils to pack away when instructed

- Pupils to stand up behind their chairs when asked

- Pupils to exit the room in an orderly fashion.

- Staff to stand at the entrance to the classroom as the pupils leave

Corridor Protocol

- All Pupils and staff to travel on left in corridors to marginalise congestion

- One way system to support flow of pupil movement.

- All pupils and staff to move on the left in corridors.

- No Shouting or Disruption of other lessons.

Whole School Protocol

- All Pupils and staff to travel on left in corridors to marginalise congestion

- One way system re-established to allow flow of pupil movement.

- No Shouting or Disruption of other lessons.

- See (Pupil Code of Behaviour and Conduct)



C. RESPONDING TO UNACCEPTABLE BEHAVIOUR 1. Principles of Managing Behaviour

Behaviour management strategies need to be used where unacceptable, rule-

breaking, challenging and /or dangerous behaviours present themselves. In responding to such behaviours we aim to:

Work from the lowest level of response that is effective in stopping the

unacceptable behaviour.

Pre-empt any display of unacceptable behaviour by ensuring that we are

vigilant in ‘spotting the signs’ that a student may be becoming anxious, agitated, frustrated or aggressive and intervene at the earliest possible

opportunity.

Respond to incidents of unacceptable behaviour and conflict in a professional,

emotionally mature manner by ensuring that we act objectively, speak and act professionally and maintain control of the situation.

Act with fairness and consistency in the application of sanctions for incidents

of unacceptable behaviour.

Where appropriate, individualise our responses in line with any specific plan

that has been drawn up for the individual student.

2. Responses to Unacceptable Behaviours

The school has a range of sanctions and other actions it will take in response to incidents of unacceptable behaviour.

The purpose of these sanctions and other actions is to ensure behaviour is not repeated by:

Ensuring that the student understands why such behaviour is not acceptable.

Punishing the student for their behaviour.

Where appropriate, providing an opportunity for a restorative dialogue to take

place between the student and any aggrieved party. A key principle of our behaviour policy is that students should be treated fairly and

consistently. This means that students who are responsible for the same unacceptable behaviour should receive the same sanction or other action.

The only time that there will a variation in the implementation of a sanction, and

students may be treated differently, is where the unacceptable behaviour is serious, i.e. High Tariff Offences and there are clearly specific circumstances, for example in

a fight between two students where it is clear that one student has initiated the fight.



For the sake of clarity and simplicity the school has classified unacceptable

behaviours into Categories, depending on their degree of seriousness. (Appendix 5.1)

Low Tariff Offences

Passive

Easily distracted

Off task

Pushing / shoving (No initial adult intervention or physical marks)

Disrupting learning of others

Teasing / name calling

Uncompleted Homework

Lack of equipment

Uncompleted Classwork

Answering back (tone/verbal and non-verbal language)

Smirking

Inappropriate Language

Walking around class when they shouldn’t be

Medium Tariff Offences

Grappling (adult intervention – verbal)

Attempting/ threatening to leave school premises

Leaving classroom without adult permission

Smoking\Vaping

Truancy

Swearing

Disrupting the session

Refusing to comply with staff High Tariff Offences

Confrontation & aggression

Fighting - pre-meditated Fighting Leaving school premises

Sexual / racial abuse (aggressive) Damage to property

Stealing Victimisation Swearing at staff

Disrupting whole class learning Bullying (consistent & persistent) Abuse of staff / authority

Deformation of character Weapon brought to school

Substance misuse

As far as possible, staff will seek to intervene at the earliest moment to prevent the

escalation of unacceptable behaviour to a more serious level.



Staff may adopt one or more of the strategies below to deal with the early stages of

unacceptable behaviour. 2.1. Pre-Sanction Interventions

Discipline is administered with calm, not anger and works best when it is applied thoughtfully, consistently and a distinction is drawn between the poor behaviour and

the individual – it is the action not the individual that we are criticising. A student who perceives animosity or lack of respect from a teacher is more likely to

react adversely. In the first instance a teacher should attempt to deal with poor behaviour. This is likely to begin with reminding a student if their behaviour falls below acceptable levels and be increased progressively if the student fails to respond.

This hierarchy of interventions enable staff to remain calm and professional in the

face of provocative behaviour.

a) Use ‘tactical ignoring’ (but deal with the issue at the end of the lesson).

b) Have a ‘quiet word’, moving towards the student (never across the classroom in front of peers. Some students will do whatever it takes to save face, regardless of the consequences) restating the rule and requesting cooperation.

c) Talk to the student (individually) about the expected behaviour linked to the school rules, remind about choices and consequences (including the reporting of behaviours to parents via phone call home by member of staff).

d) Use the language of ‘choice’ and agreed scripts. Always talk about the

behaviour rather than the person (‘that is not a good choice, x’, rather than, ‘you are being annoying’.)

e) Allow the student take-up time, and ignore secondary behaviours. f) Use de-escalation techniques (distraction, humour…) g) Offer ‘time-out’ within the classroom.

Note that this is not a sanction, but an opportunity for the student to calm himself/herself, reflect on his/her behaviour and re-join the class when they feel able to do so

If these strategies do not result in a change of behaviour and the unacceptable behaviour continues staff may:

• Give a warning, calmly reminding the student about the rule they are breaking and the possible consequence.

• The student may be moved elsewhere in the room. • If the warning is not heeded (after ‘take-up’ time) make a note in SiMS logging the behaviour and issue an appropriate sanction. (See Available Sanctions)

Brynmawr Foundation School is working towards being a restorative school where

restorative approaches are used as a strategy for managing behaviour. Restorative Practice is an approach to dealing with harm and conflict in a non-confrontational way which allows students who have caused harm the opportunity to accept

responsibility for their actions, and put things right. This forms the first stage in any behavioural incident, but if warranted be

accompanied by additional actions.



2.2. Available Sanctions

The school will use the following sanctions in response to unacceptable behaviour: Removal from a Lesson:

A student may be removed from a lesson and placed with another teacher if their behaviour is such that it is preventing the teacher from teaching and other students

from learning. These placements will be in the Referral Room Placed in Supervision:

Students who persistently disrupt lessons, (having been moved from another class) or who are involved in a serious incident (that requires further investigation) may be

placed in Supervision within the Referral Room, or with another member of staff as appropriate.

Class teacher / Faculty detention:

This is a detention of no more than fifteen minutes that will be held at break-time or

lunch-time by the class teacher or Faculty concerned. Class teacher detentions may be held on the same day as the incident of

unacceptable behaviour, or scheduled at a later date, but this must be logged in pupil behaviour / Intervention. Whole School Detention:

This is a one hour detention that will be held after school (2.40-3.40pm). Students

will be given at least 24 hours’ notice of such a detention. Senior Leadership Detention:

This is a one hour twenty minute detention that will be held after school. Students will be given at least 24 hours’ notice of such a detention. Only SLT/Heads of Year can place pupils in SLT Detention.

Internal Exclusion:

On an Internal Exclusion the student concerned will attend school but will be isolated for the period of the exclusion to do their school work by themselves.

All Internal Exclusions MUST be followed by a meeting between the Pupil, Parents/Guardians, and the relevant Head of Year and member of the Senior

Leadership Team prior to the pupil resuming normal Curriculum. Fixed-Term Exclusion:

On a Fixed Term Exclusion the student concerned will be excluded from attending school for a fixed number of days. Fixed term exclusions will start as soon as an investigation of the incident has been completed and a decision made by the Head

teacher. Any behaviour that is deemed to undermine the authority of a member of staff or

adversely affect the health and safety of a member of the community in the judgement of the Head teacher, or in his absence, the Deputy Head teacher, may result in fixed-term exclusion.

This would normally be for1 to 5 days but in very exceptional circumstances could be up to 45 days in any one school year.



Parents/carers will be expected to bring the student back to school to be formally

readmitted. Students cannot be readmitted to school without a parent / carer meeting. A period of time in the Internal Exclusion Centre may also follow a fixed term external

exclusion. All Fixed term Exclusions MUST be followed by a meeting between Pupil,

Parents/Guardians, and a member of the Senior Leadership Team prior to the pupil resuming normal Curriculum as part of the reparation proceedings.

These sanctions may be seen as progressively more severe responses to unacceptable behaviour.

As such a student who fails to accept a sanction may have this sanction

progressed to a higher level. This will also be the case when dealing with pupils who may have a significant record of disciplinary transgressions. In these situations, the stated sanction may be

insufficient following analysis of the Behavioural transgression patterns, and pupils may be dealt with on an individual circumstantial basis. In these incidences, the pupils will be placed on a supportive plan and staff will be notified of

progressive action. Permanent Exclusion:

On a Permanent Exclusion the school will seek to exclude the student concerned permanently from the school community.

The Head-Teacher may decide that permanent exclusion is necessary for a student. This may include, but is not limited to, the following:

All other steps to encourage the student to obey the school rules have failed.

Allowing the student to remain in school would be seriously detrimental to the education or welfare of others in the school.

Persistent and defiant behaviour. This would encompass persistent bullying including homophobic or racist bullying.

Serious actual or threatened violence against a student or member of staff.

Sexual misconduct.

Supply of an illegal drug, or the severe misuse of an illegal drug. Please see the Drug Education Policy for further guidance.

Carrying an offensive weapon.

Permanent Exclusions will generally be preceded by a Fixed Term Exclusion. During the period of this Fixed Term Exclusion the school will consider all the other

potential strategies to support the student apart from Permanent Exclusion. 2.3. Sanctions for Unacceptable Behaviour

Poor behaviour must be addressed and all staff have a professional obligation to

highlight and help students improve their behaviour. Teachers have statutory authority to discipline students whose behaviour is unacceptable, who break school rules or fail to follow a reasonable instruction.

The power also applies to all paid staff with responsibility for students.



Teachers can discipline students whose conduct falls below the standard which

could be reasonably expected of them. This means that if a student misbehaves, breaks a school rule or fails to follow a reasonable instruction the teacher can impose a punishment. All disciplinary issues that require sanction must be logged on

Sims. This allows for the identification of patterns of behaviour to allow effective response,

communication and progressive measures if appropriate. Students can be disciplined at any time in school or elsewhere under the charge of

the school e.g. on school visits Students can be disciplined for misbehaviour outside of school. All punishments must be fair, reasonable, proportionate and not in breach of any legislation such as disability, SEN and race.

Staff should always ensure that pupils are provided with reasonable time to get and eat food, and use the toilet facilities (especially during break/lunch time detentions- 10mins min).

Teachers have the legal power to impose detention in and outside of school hours; this is defined as after any school day when the student is present, weekends and

Inset days - parental consent is not required for detention Parents will be given twenty-four hours’ notice if the student is to be detained after

school for up to one hour or at any other time outside of school hours.

Teachers can also confiscate student property, but all actions should be logged on SiMS as soon as possible, with confiscated items being stored centrally in a secure location (B Floor Office), with accompanying paper documentation completed.

There is an expectation that staffs who are absent liaise with appropriate cover supervisors/senior management to maintain an awareness of behaviours within the

classroom upon their return.

Other Actions When a student continues to exhibit unacceptable behaviours that are not changed

by the use of the sanctions outlined above the school will take other, additional actions to support the student and modify their behaviour.

These actions will be tailored to meet the individual needs of the student concerned but may include some or all of the following:

The provision of a Pastoral Support Plan

Provision of a mentor

Access to programmes provided by external agencies

Assessment of special educational needs



Additional Support

In order for the behaviour policy to be effective, a clear relationship with other school policies, particularly home-school agreement, equal opportunities, additional

learning needs and anti-bullying and others will be required. There are many strategies in place that can provide pupils with additional support within school. Staff should discuss with the relevant Leader of Learning their

concerns regarding any pupils, which they feel may benefit from support. The school works positively on our partnerships with external agencies. It seeks

appropriate support from them to ensure that the needs of all students are met. Students needing support from external agencies can be highlighted to, and

identified through Heads of Year, ALNCO, Home Liaison Officers and/or members of SMT/SLT.

All pupils accessing this support will be at School Action Plus and will have an ‘Individual Behaviour Plan’ or Education Support Plan to monitor needs and provide

targets for future support. (Appendix 6.1) On Call Support

An emergency is when all other strategies have been implemented and the behaviour

of individuals means that the lesson cannot continue, and the situation within the classroom has irrevocably broken down. On Call Support should only be used as a last resort due to the seriousness of the

situation, and not as a regular behaviour management strategy. In the event of an emergency staff should contact the Behaviour Duty Leader in the

Hub on 201* who will then contact the member of staff On Call to deal with . (Appendix 5.1) All Callouts requiring removal will be logged as an intervention, with supporting evidence to be completed by the member of staff initiating callout as a

behaviour report. Before 201 is called teachers should apply classroom management strategies and

apply Faculty intervention for help and support, or another teacher. This will allow teachers to retain authority and stop the watering-down of 201 and its impact on

behaviours across the school. Example:

Refusal to move seats: CM Persistent Low Level Tariff (LLT) Behaviours: HoF

Continued persistent LLT points over a number of lessons: HoY in conjunction with HOF

NO member of staff other than the Behaviour Duty Leader should be contacted directly and NO pupils should be sent directly to any member of staff or location to deal with the incident unless there has been explicit

notice/agreement.



School Uniform

Brynmawr Foundation School believe that uniform plays a valuable role in contributing to the ethos, setting an appropriate tone and instilling pride in the school.

Key to this is:

Supporting positive behaviour and discipline, encouraging identity with, and

support for the school ethos

Promoting a strong, cohesive, school identity that supports high standards and

a sense of identity among students. If some children look very different to their peers, this can inhibit integration, equality and cohesion

Ensuring students of all races and backgrounds feel welcome and protecting

children from social pressures to dress in a particular way

Nurturing cohesion and promoting good relations between different groups of students

Appropriate hair styles that are not extreme form part of school uniform expectations, as well as jewellery being worn

School uniform includes clothing required for Physical Education ((PE) See School

Prospectus).

Full details of school uniform requirements are available on the School website and form part of the Schools home school agreement.

Non-compliance with school uniform policy

Teachers can discipline students for breaching the schools’ rules on appearance or

uniform. This will be carried out in accordance with the sanctions identified within the behaviour policy

The Head teacher, or a person authorised by the Head teacher, may instruct a student to go home briefly to remedy a breach of the schools’ rules on appearance or

uniform.

Parents/carers will be contacted and the student will only be sent home during school hours if accompanied by parent/carer. Where students are sent home to

change, this is not an exclusion but an authorised absence.

However, if the student continues to breach uniform rules in such a way as to be sent home to avoid school, or takes longer than is strictly necessary to effect the change, the student’s absence may be counted as unauthorised absence. In either

case the student’s parents will be notified and the absence should be recorded breaches of uniform policy can lead to exclusion from school in line with legal requirements.

Best value for students and their families has been achieved by identifying local uniform suppliers alongside Rogers (Asda, Tesco, etc.). This helps make uniform affordable and does not act as a barrier to parents. The school uniform policy is fair



and reasonable and fulfils the schools’ obligations under the Human Rights Act 1998

and the Equality Act 2010

Searching screening and confiscation

The school has a statutory obligation to manage the health and safety of staff, students and visitors and ensure that school discipline is maintained.

Under this authority we reserve the right to search and screen students under the following circumstances and to confiscate items as described below.

Students will be treated courteously and afforded respect and a reasonable level of personal privacy during any search or screening; personal items will only be searched in the presence of the student.

Searching should be carried out by a member of staff who is the same sex as the

student. There must be member of staff present during the search to act as a witness who should also be the same sex.

There is a limited exception to the same sex and witness rule; if there are reasonable

grounds to believe that there is risk of serious harm to a person or persons if the search is not carried out immediately and it is not reasonably practicable to summon another member of staff

Parents will not be informed prior to a search or to seek parental consent and there

is no legal requirement to keep records of searches carried out.

Parents will however be informed if a search or screening uncovers items that will result in school disciplinary action or police involvement

Searching with consent

We can search students for any item with consent from the student. Parental

permission or pre-notification is not required.

We do not require written formal consent in advance of a student search; it is enough for a teacher to ask the student to turn out their pockets, empty their bag.

Searching without consent

If a member of staff has reasonable grounds to suspect that a student is in

possession of a banned item, a student can be instructed to undergo a search without consent; parental permission or pre-notification is not required. The Head teacher and any authorised staff have a statutory power to search students and their

possessions with or without consent where they have reasonable grounds for suspecting that the student may have one of the banned items.

A student refusing to co-operate with a search will be subject to disciplinary measure

by the school.



The list of prohibited items;

Knives, bladed items, weapons

Alcohol

Illegal drugs

Stolen items

Tobacco, Smoking paraphernalia, E-Cigs, E-Fluids, etc.

Fireworks

Pornographic images

Any item that the member of staff reasonably suspects has been, or is likely to be, used to commit an offence, or cause personal injury to, or

damage property

Mobile phones or other electronic devices such as cameras

Electronic devices

School staff may examine data files held on personal devices during a search if they

believe they have good reason to do so. In determining a good reason to examine or erase data or files, school staff must reasonably suspect that the data or file has

been or could be used to harm, disrupt teaching or break school rules.

If the device is to be returned, relevant files may be deleted or retained by the school to support disciplinary action, or where appropriate passed to the police.

Confiscation

School staff can seize any prohibited item found as a result of a search.

We can also seize any item found which is considered to be harmful or detrimental to

school discipline; this includes deleting electronic images or passing illegal material onto the police.

Depending upon the nature of the confiscated item, it may be retained by the school or disposed of as a disciplinary measure where reasonable.

Confiscated weapons, knives or bladed items, items believed to be stolen and illegal

drugs will be placed into a safe, and passed onto the police or disposed of by the school where appropriate.

Use of reasonable force

School staff have a legal right to use reasonable force to control or restrain pupils to prevent. Control means passive contact, such as standing between students or blocking a student’s path, to actively leading a student by the arm away from a classroom or difficult situation.

Restraint means to hold back physically or to bring students under control; for

example where two students are fighting or refusing to separate without physical intervention.



Reasonable force can be used to prevent students from hurting themselves, others,

damaging property or causing disorder.

Force used will be proportionate and reasonable. School staff will always try to act in ways that will minimize chance of injury to the student but it may not always be possible. Reasonable force may be used to enforce a search for knives, weapons,

alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or any articles that have been or could be used to commit an

offence or cause harm.

Force will never be used as a punishment and reasonable adjustments will be made for children with disabilities and special educational needs.

We do not require parental consent to use reasonable force.

Malicious allegations

Complaints against staff at Brynmawr Foundation School are always investigated thoroughly. (See Complaints Protocol)

If after full and thorough investigation, it is the considered view that that allegation against the member of staff was unfounded and malicious, any record of the incident will be removed from the member of staff’s file.

The student or students involved in making the allegations will be disciplined

according to the severity of the case up to and including exclusion.



APPENDIX

Behaviour Codings

Low Tariff Behaviours

Passive L1

Easily distracted L2

Off task L3

Pushing / shoving (No initial adult intervention or physical marks)

L4

Disrupting learning of others L5

Teasing / name calling L6

Uncompleted Homework L7

Lack of equipment L8

Uncompleted Classwork L9

Answering back (tone/verbal and non-verbal language) L10

Smirking L11

Inappropriate Language L12

Walking around class when they shouldn’t be L13

Medium Tariff Behaviours

Grappling (adult intervention – verbal) M1

Attempting/ threatening to leave school premises M2

Leaving classroom without adult permission M3

Smoking\Vaping M4

Truancy M5

Swearing M6

Disrupting the session M7

Refusing to comply with staff M8

High Tariff Behaviours

Confrontation & aggression H1

Fighting - pre-meditated H2

Fighting H3

Leaving school premises H4

Sexual / racial abuse (aggressive) H5

Damage to property H6

Stealing H7

Victimisation H8

Swearing at staff H9

Disrupting whole class learning H10

Bullying (consistent & persistent) H11

Abuse of staff / authority H12

Deformation of character H13

Weapon brought to school H14

Substance misuse H15



Achievement Points

Targets being achieved A1

Following instructions A2

Adhering to class/school rules A3

Polite & respectful to pupils & staff A4

Focussed on task A5

Question and challenge appropriately & offer opinions A6

Empathy and emotionally considerate A7

Share / co-operate A8

Self control / honesty A9

Positive modelled behaviour A10

Understanding positive behaviour A11



APPENDIX

Service

Contact Details

Educational Psychology Service 01495 357890/1

Specific Learning Difficulty Service 01495 357744

Pen y Cwm Outreach Service 01495 357841

Behaviour Support Service 01495 357737

Hearing Impairment Service 01633 645458

Visual Impairment Service 01633 645420

Communication Intervention Team 01633 645468

(ComIT)

PreVent 01495 357836



APPENDIX Tiered Model of Support

The following does not represent an exhaustive list of support services and/or interventions. In this respect, examples of support at different levels are provided.

Support Strategies : Tier 1 Policies relating to Behaviour, Attendance, Anti-bullying & Safeguarding

Breakfast Club

Buddy System

Children’s Rights Charter

Communities/Families First

Concern & Action Group

Family Learning (Cookery in Community)

Internal Exclusion

Learning Coaches

National Qualification Award (Child behaviour. Working in Community etc.)

Parents and Children Together

Parents Evening

Multi Agency Coffee Morning

Participation Agenda

Police Liaison Officer

Positive Behaviour Management

Restorative Justice

Rewards & Sanctions

Safe Area – Chat, Chill/Time Out Room

School Council (Pupil Voice, Parent Voice)

School Health Nurse

School Nurse

SEAL

Student Assistance Programme

Training for example: Team Teach, ASD

Well-being, Self-Evaluation Policy

Whole School Approach to Positive Behaviour/Code of Conduct/Rewards

and Sanctions



Support Strategies : Tier 2 ASD Friendly Statuts

Behaviour Support Service (BSS)

Children and Families Panel (CAF)

Circle of Friends

ComIT

Educational Psychology Service (EPS)

Education Welfare Service (EWS)

Family First Attendance Group

IEP/IBP

Nurture Areas – Calon Hafan Chat

OASIS

Outreach – Pen y Cwm

Pastoral Support Programme

PreVent

Restorative Justice

School Health Nurse

SEAL

Silver Seal

Social Speaking Group

SpLD

Support Strategies : Tier 3

BSS (Primary in addition to Year 6/7 transition)

CAMHS

ComIT

EPS

EWO

Families First Crime Reduction Initiative

Flying Start

Inspire

Managed Move Process (secondary)

NEETs Forum

OASIS

Pastoral Support Plan

PreVent

Regional Safeguarding Board

Restorative Justice

Restorative Work from the Police

School Based Counsellor

School Health Nurse

SEBD / ASD Resource Base

Social Services

YISP

YOS



Support Strategies : Tier 4

Child and Adolescent Mental Health Services

Low incident-high cost residential placements



APPENDIX

WG Pilot Project A – Quality Assurance

Behaviour Guidance Matrix

Positive Behaviour Low Tariff / Risk Behaviour

Targets being achieved Passive

Following instructions Easily distracted

Adhering to class/school rules Off task

Polite & respectful to pupils & staff Pushing / shoving / 1 punch

Focussed on task (NO INITIAL ADULT INTERVENTION OR

Question and challenge appropriately & PHYSICAL MARKS)

offer opinions Disrupting learning of others

Empathy and emotionally considerate Teasing / name calling

Share / co-operate Answering back (tone/verbal and non-verbal

Self control / honesty language)

Positive modelled behaviour Smirking

Understanding positive behaviour Stealing

Swearing

Walking around class when they shouldn’t be

Medium Tariff / Risk Behaviour High Tariff / Risk Behaviour

Fighting Confrontation & aggression

(adult intervention – verbal) Fighting

Attempting/ threatening to leave school - pre-meditated

premises - malicious

Leaving classroom without adult - physical harm

permission - physical intervention required

Stealing Leaving school premises

Swearing in context Sexual / racial abuse (aggressive)

Disrupting the session Damage to property

Refusing to comply with staff Stealing

Victimisation

Swearing at staff

Disrupting whole class learning

Bullying (consistent & persistent)

Abuse of staff / authority

Deformation of character

Weapon brought to school

Substance misuse

The information above resulted from work undertaken by Caerphilly and Flintshire Local Authorities as part of the Welsh Government Quality Assurance Pilots in 2014-15.



Appendix

Checklist of Interventions

Intervention Date Evidence

Change of class

Change of subject teacher

Learning Mentor

Peer Support

Parents/carer meeting

Pastoral Support Plan

School based counselling

Reduced timetable

Alternative curriculum

Work based training

AEN advisor team advice, support and guidance

Educational Psychology advice

Educational Welfare advice

Outside agency involvement

Other interventions – give details



Appendix

Specialist Behaviour Provision

Phase Total Name of Provision and Location Capacity

Key Stage 3 14 Canolfan yr Afon, Pupil Referral Unit, Pontygof, Ebbw Vale (2 classes)

24

Key Stage 4 (Range of Canolfan yr Afon, Pupil Referral Unit, Pontygof, Ebbw Vale Pathways)



Appendix

EOTAS Provision Map

Elective Home

Community Tuition education

KS1 KS1

Hospital Tuition

KS5 KS1 KS5

KS5

(Monitoring

Canolfan Yr Afon

KS3 & KS4

KS3: Short term placements with re-integration to mainstream school. KS4: Majority long term placements with vocational options available.

Duke of Garden Project Young Wales Diversion Auto

Edinburgh ASDAN (Renovate, CR8, Project

catering, Health & Mechanics

Beauty

Appendix



RULES OF BEHAVIOUR FOR THE CLASSROOM:

Listen to and respect others, especially your teacher

Enjoy learning! Don’t disrupt. Keep mobiles out of sight

Arrive on time, in the correct uniform and ready to learn

Respect others, the environment and equipment

Now produce work to the best of your ability

Appendix



Brynmawr Foundation School Time-Out Room

Has been endorsed by the school community and incorporated as part of a continuum of behavioural interventions in the school discipline policy

Has been risk assessed in relation to student and staff safety, and is consistent with the Department’s and associated documents

Allows for meaningful educational activity to be provided for students

Has adequate ventilation, lighting and heat

Has adequate space for students and staff

Allows arrangements for the student to have a recess, lunch and toilet breaks when time occurs across those periods

Is conducive to de-escalating inappropriate behaviours

Is not to be locked, latched or secured in any way that would, in case of an emergency, prevent staff or the student from exiting the room

Is supervised at all times

Displays rules for behaviour within the room

Displays school rules and expectations

Displays visual supports for de-escalation strategies and for appropriate behaviour.

Communication and Evaluation

Procedures for the use of time-out have been communicated to all students, parents and carers and school staff.

Training has been conducted for school staff in procedures for the use of the dedicated time-out room, supported with ongoing development.

A record of the use of the dedicated time-out room with each individual student and for each occasion is maintained.

Procedures for notifying parents or carers of the use of the time out room with their child have been developed.

Procedures for referral or re-referral to the Learning Support Team or Student Welfare Team have been developed.

A register of the use of the dedicated time-out room is maintained and forwarded to the Director of Education termly.

Procedures to be followed if a student does not comply with the use of the time-out room or if the use of the use of the time-out room is not successful in managing the behaviour of the student have been developed.

Data on the use of the time-out room is used to assess its effectiveness in supporting an individual student.

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