E2 Behaviour for Learning (Inc Student Discipline) November 2013

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Reference Number: E2Document Owner: Vice Principal, InclusionReview Frequency: Annually (statutory requirement)Last Review Date: November 2013

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BEHAVIOUR FOR LEARNING POLICY(Incorporating Student Discipline)

Ethos

The Behaviour for Learning Policy at The Mirfield Free Grammar is a statement of goodpractice that covers all aspects of an Academy that contribute to the development and

maintenance of good behaviour and a positive ethos. All members of the Academy areexpected to help maintain an atmosphere conducive to learning, with courtesy and mutual

respect as basic requirements.

Aims

1 To encourage adherence to an agreed set or principles of behaviour by students.

2 To support effective teaching and learning.3 To contribute to mutual respect.4 To gain the agreement and support of all staff (teachers and non-teaching staff) and

parents.

Implementation

The BfL rules displayed in classrooms and other parts of the Academy as appropriate.

The basic code is designed to be brief and easy to learn. It includes only those ruleswhich our Academy will enforce.

The basic code is applicable to a variety of situations and is designed to encourage

students to develop responsibility for their own behaviour.

The full version of The Code of Conduct can be found in the student planner

Code of Conduct

In Class

Arrive on time;

Enter the classroom in a quiet and orderly manner;

Go to your place in the classroom without delay;

Bring all the equipment you need in a suitable bag;

Get all your pens, books etc out at the beginning of the lesson; Listen carefully;

Follow instructions;

Work hard stay on task;

Ask for help when you need it;

Help each other when it is appropriate but dont distract or annoy anyone;

Be sensible and act in a safe manner at all times;

Record all your homework in your planner, complete it and hand it in on time;

When a visitor enters a classroom, please stand to show respect.

Out of Class

Walk to lessons rather than running, pushing or barging past each other;


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For safety, please keep to the left along corridors and on stairways;

Be ready to help eg by holding doors, offering to carry things etc;

Line up in single file in an orderly manner outside each classroom;

This pattern of behaviour should apply anywhere in the Academy grounds.

Use the one-way system at the applicable times.

In General

Treat everyone with respect and speak politely to everyone

Wear the correct uniform at all times, remove outdoor coats when in Academy;

Speak in a low voice, as shouting is always rude;

Use language which is neither abusive or offensive

Offer to help others;

Be polite.

Listen to others and expect to be listened to

Try to understand other peoples points of view;

Dont interrupt anybody or allow others to interrupt you;

Be silent when required;

Respond in an appropriate manner.

Keep the Academy clean and tidy so that it is always a welcoming place, which we can beproud of

Take great care of the displays; Keep the walls and furniture clean and unmarked;

Put all litter in bins (even if this means carrying it until you find a bin);

Report any damage you see to a member of staff;

Use toilets and showers in an appropriate way.

Rewards

Statement

We consider it vital that praise and rewards should have a considerable emphasis within theAcademy and so students will achieve recognition for a positive contribution to Academy life.

Such a contribution includes sound academic work and effort, good behaviour andattendance and adherence to the code of conduct. The focus of our Academy should not belimited to those whose academic work is outstanding or to those whose behaviour is

consistently poor.

It is expected that good standards of behaviour will be encouraged through the consistentapplication of our Code of Conduct supported by a balanced combination of rewards and

sanctions within a constructive Academy ethos.

It is important to develop and maintain consistency in the application of the reward

system.


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Aims

To develop a consistent pattern of rewards, which are known, understood and agreed to

by all.

To support the Code of Conduct.

Implementation

This may be achieved in the following ways:

By distinguishing between informal rewards (such as giving praise for appropriatebehaviour in and outside the classroom and formalrewards (such as the giving of praisestamps and for further agreed aspects of Academy life).

By differentiating rewards for different age groups as appropriate

By agreeing a number of rewards, both formal and informal, and promoting their

consistent use throughout the Academy.

Examples of informal rewards which staff are encouraged to use for academic achievement,appropriate behaviour and outstanding attitude include:

General praise and encouragement in lessons, which should be used as much as

possible;

The Principal or other appropriate members of senior staff to be invited to praiseindividuals, groups or classes and being invited into classrooms/assemblies asappropriate;

Recognition to be given to success of differing kinds in assemblies or in form time.

Students work to be displayed as much as possible in order to give recognition to it.

A letter/postcard home to parents may be used covering a wide variety of academic andnon-academic achievements.

Formal rewards include:

Praise Stamps from individual members of staff

Notes in planner

Certificates for Attitude and Achievement for all teaching groups, twice every academicyear

Certificates for 100% Attendance in any one term

Praise letters home from Achievement Co-ordinators and Faculties

Termly BfL rewards

Sanctions

Statement

Students have a right to expect fair and consistently applied sanctions for poor behaviourand which make a clear distinction between serious and minor infringements of the Code ofConduct.

An appropriate sanction is one which is designed to put matters right and encourage better

behaviour in future acting as a deterrent. It is inappropriate to punish whole groups for the

misdemeanours of a few or to impose a sanction which is designed to humiliate a student orstudents.


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Aims

To develop a consistent pattern of sanctions, which are known, understood and agreedto by all members of the Academy community.

To support the Conduct.

Current Practice

The Academy policy has the following types and levels of sanctions currently available to:

A Individual members of staff

Whole Academy detention as a result of the Behaviour for Learning system.

Referral to the Achievement Co-ordinator via the Behaviour for Learning system.

In serious situations calling for support using the Academys Senior on-call system.

Referrals can be made to the Student Support Centre

B Achievement Co-ordinators

Putting students on report.

Monitoring behaviour through behaviour targets.

Sending letters home.

Placing students in the Isolation room. Temporary exclusion (confirmed by the Principal).

A single point referral made to find an alternative provision of education (agreed withVice Principal for Inclusion).

Referral to the Academys counsellor.

C Senior Team

Sending letter home/contacting parents.

Meeting with parents.

Isolation.

Temporary Exclusion.

D Principal

Isolation.

Temporary Exclusion.

Governors Discipline Hearing

Permanent Exclusion.


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Excluded Students found in a public place

A formal warning will be included in the students initial exclusion letter that is sent to theirParent/Carer. This warning will make it clear that a Penalty Notice may be issued should

their child be present in a public place in any of the first five days of exclusion from theAcademy.

A Penalty Notice may be issued;

If an excluded student of compulsory school age is unsupervised in a public place

during the Academys hours, 8.40am to 4.00pm (Section 103 of the Education andInspection Act 2006);

If an excluded student of compulsory school age is accompanied by a parent in a

public place during the Academy hours without reasonable justification

If an excluded students is apprehended during Academy hours by the Police, or by

anti-social behaviour officers. If an excluded student of compulsory school age returns to the Academy i.e. in or

around the Academy grounds or buildings without prior agreement form theAcademys Principal

If an excluded student of compulsory school age returns to the Academy with his/her

parent(s) without prior agreement form the Academys Principal.

Section 103(4) of the Education and Inspections Act 2006 allows the parent a defence ofreasonable justification. Reasonable justification is;

Taking a child to a medical appointment

Extraordinary family circumstances e.g. a funeral;

Accompanying an adult to a place of work or to an education related working area ofsupervision e.g. a library;

On an Academy INSET day and/or an Academy closure day.

The Procedure for payment of Penalty Notices

Arrangements for payment will be included with the Penalty Notice. Payment of a PenaltyNotice discharges the parent of liability for the offence in question. S/he cannotsubsequently be prosecuted for the period covered by the Penalty Notice.

From September 2013, payment of a Penalty Notice is for 60, for each parent of each child,

if paid within 21 days, and 120 if paid after this date but within 28 days.


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Behaviour for Learning in the Classroom

Modelling good behaviour is at the heart of our Behaviour for Learning system. We aim touse praise effectively and appropriately to bring all students into the high standards we

expect of them. Teachers aim to highlight the very good behaviour demonstrated by almostall students in order to encourage other students into good behaviour rather than constantlyreferring to, and reinforcing, behaviour which is unacceptable.

All students have four behaviour targets to aim for in all lessons and these are highlighted tothem in every lesson. They are:

To remain silent while the teacher is talking

To stay on task

To not touch another student

To speak to other students in a pleasant way

Statement

Effective classroom management skills can be developed through training: INSET;experience and appropriate support from colleagues. Personal reflection on practice, for the

purpose of improvement will be of great importance.

In addition, well prepared lessons which actively promote independent enquiry, in whichstudents are aware of the lesson purpose, help to secure good standards of behaviour.

Aims

To support the development of increased effectiveness in classroom management.

To help reduce low level disruption.

To contribute towards increased Academy effectiveness.

To ensure consistency of approach by staff.

Guidance for Staff

Five basic principles appear to encapsulate the essence of effective classroom

management. These may be summarised as:

Good preparation Good relationships

Differentiation

High Expectations

Consistency

In more detail this is likely to mean that colleagues should:

Arrive before the class and begin on time.

Where possible, ensure that students are lined up quietly outside the classroom beforeadmitting them.

Be prepared for the lesson and ensure that the lesson purpose is known by students.

Know the student as individuals by name and by attainment. Call them by their firstnames.


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Use the Whole Academy Behaviour for Learning system.

Model the standards of courtesy expected from students.

Ensure that all students are enabled to participate fully in the lesson.

Emphasise the positive, including praise for good behaviour as well as good work.

Be fair and consistent in the use of reprimands and ensure they are directed at thestudent(s) responsible.

Criticise the behaviour but not the person.

Use private rather than public reprimands where possible.

Make fair and consistent use of sanctions.

Avoid whole group sanctions

Keep to time in the lesson and finish on time.

Ensure an orderly exit.

Effective Lessons

Statement

Effective lessons are likely to be those which have been planned to have high challenge,lessons which motivate and engage and those which encourage students to be resourceful,responsible and resilient. Effective lessons will include differentiation, higher orderquestioning and where students learn and make good progress, resulting in improved overallattainment.

Aims

To improve the quality and experience of learning for students.

To support effective classroom management techniques. To contribute towards improved Academy effectiveness.

Guidance for Staff

Be well prepared for the lesson.

Extend and motivate all the students.

Include differentiation well matched to student ability.

Mark all work promptly and constructively.

Use the results of assessment to help focus lesson planning.

Set homework regularly and to schedule.

Use and encourage group work incorporating Kagan Structures

Documents

E2 Behaviour for Learning (Inc Student Discipline) November 2013