Behaviour & Rewards Policy - Including Exclusion September 2020 (Review - July 2021) - Dene Academy
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Behaviour & Rewards Policy Including Exclusion September 2020 (Review - July 2021) Dene Academy is part of Advance Learning Partnership Multi Academy Trust
Introduction Behaviour in schools is inseparable from academic achievement, safety, welfare and well-being, and all other aspects of learning. It is the key to all other aims, and therefore crucial. At Dene Academy, positive behaviour management and a restorative approach is used to promote outstanding behaviour for learning that enables all students to achieve their full potential in a safe and calm environment. Objectives: 1. Ensure that Dene Academy, is a safe and supportive environment for all staff and students; 2. Ensure that all members of the school community are shown respect and show respect for others 3. Endeavour to ensure that all members of the school community feel safe and are not subject to physical or verbal abuse, aggression or harassment both on, and outside of the school site; 4. Encourage a positive approach to behaviour by modeling the expected standards and rewarding good behaviour; 5. Ensure that the environment, curriculum and other factors within the school's control are monitored to ensure the promotion of good behaviour and ensure that where behaviour falls short of accepted standards, procedures are followed and sanctions are applied fairly and consistently. Rewarding Good Behaviour At Dene Academy we believe that good behavior is best promoted and developed by drawing attention to, and rewarding, well‐behaved students. This can be achieved in a variety of ways, which includes: • The awarding of praise points on Class Charts • Specific acknowledgement in school sources such as 20/20, our digital signage or via social media. • Individual praise – e.g. in private; in assembly; in class. • Awarding of prizes. • Praise postcards sent home every half term. • Presentation of Achievement Certificates. • Access to termly reward trips run by our House Champions. Rewarding good behaviour on Class Charts Dene Academy uses Class Charts to record positive aspects of behaviour using a stepped praise system. Students receive a P1 for arriving to lessons on time and ready to learn. A P2 for progress/good work and finally a P3 for outstanding contribution in the lesson. This information is shared with home through an app and with students via their tutor. Positive Class Charts points are used to determine rewards such as students of the week, tutor of the week and termly reward trips.
Good News Postcards These postcards are issued via Progress Leaders and Heads of Year. Examples of how students gain good news postcards: • Consistently making outstanding verbal contributions to lessons • Consistently making outstanding written contributions to lessons • Consistently producing exceptional pieces of work of any kind • Outstanding endeavour or effort within a lesson • Consistently treating people with respect • Consistently caring for the school environment • Consistently demonstrating initiative • Consistently taking part in out of hours learning • Representing the school at a level beyond the ordinary • Displaying a caring attitude for members of the school community Student of the Week Award Each week the students with the most praise points or who have made the most improvement over the week in each year group are identified by the Progress Leaders. A letter is sent home and the students name is circulated to staff for additional praise. Students of the week are also displayed on the digital signage in school. Reward Trips At the end of each term the following two factors are taken in to consideration to determine whether or not a student is entitled to attend a reward trip. • Attendance • Behaviour Points Reward trips are categorised in to bronze, silver and gold. Restorative Approaches Dene Academy is committed to a ‘Restorative Approach’ of behaviour management, which focuses on the harm caused rather than the rules broken. It shows equal concern and commitment to all those involved by allowing all the chance to have a say in what happens. We recognise that the school is a community and its members have a responsibility to each other. Unsatisfactory Behaviour Whilst actively encouraging and rewarding good behaviour, Dene Academy’s Behaviour Policy makes clear that unsatisfactory behaviour will not be ignored or tolerated. Boundaries are made clear and sanctions are applied when students willfully ignore the rules of conduct.
Typical features of poor behaviour include students: • Talking unnecessarily or chatting. • Calling out without permission. • Being slow to start work or follow instructions. • Showing a lack of respect for each other and staff. • Name calling of other students. Unsatisfactory behaviour recorded on Class Charts Class Charts is also used to record negative aspects of behaviour using a stepped consequence system ranging from a C1 to a C3. The pastoral team will review behaviours daily and if a student is displaying inappropriate behaviour or having difficulties throughout the curriculum on a consistent basis they will implement further action in line with this policy. Parents also have access to their child’s class charts account. This can be checked online or via the class charts app. After School Detention Detention is important to ensure good order and discipline and, by choosing to send their child to Dene Academy, parents are agreeing with the use of detention as a sanction. When a detention is issued a 30-minute detention is automatically set for the same day and parents/carers will be notified via the Class Charts App by 1.45pm. Any notification after this time will result in the student sitting their detention the following day. Parents are responsible for the safe transport home of their child following detention. Punctuality If a student is late for school then parents will be notified via the Class Charts App. If a student is late twice in the same week without a good reason then they will automatically receive an after school detention. If lateness persists, parents will be asked to attend a meeting.
Six Stage Procedure At Dene Academy we have a six stage procedure for students whose behaviour may fall below the standard expected. At each stage the school will deploy a range of interventions and support aimed at improving behaviour to acceptable standards. The school reserves the right to ‘bypass’ any stage or stages should a student’s behaviour be deemed serious enough to warrant such a move. * denotes what MUST happen at each stage STAGE 1: Classroom Teacher Responsibility Positive reinforcement* Class Teacher Building positive relationships through:* • Learning names • Offering 1:1 support • Giving the student responsibilities Class Teacher • Making time to listen • Frequent communication • Giving the student a compliment Restorative conversations* Class Teacher A change of seating arrangements Class Teacher Contact with parents* Class Teacher Logging behaviour on Class Charts through the stepped praise and consequence system, including removal from lessons and a subsequent same day detention (C3). This must be accompanied by a restorative meeting after school and a phone call home to explain the Class Teacher behaviour incident* (Any detention issued after 1:45pm will result in the student being removed from the lesson but sitting the detention the following ). Daily monitoring of C3’s, restorative conversations and phone calls Subject Leader home within their subject* Conversation with student about Class Charts logs* Tutor STAGE 2: Classroom teacher/Subject Leader Responsibility Referral to Subject Leader* Class Teacher Contact with Parents* Subject Leader SL Parental meeting Subject Leader Departmental Report issued Subject Leader Discussion about teaching groups/sets Subject Leader
STAGE 3: Subject Leader/Progress Leader Responsibility Daily monitoring and conversation with student about Class Charts* Tutor Meet with PL to discuss concerns* Subject Leader PL conversation with student* Progress Leader Discuss temporary removal from subject Progress/Subject Leader PL Parental meeting* Progress Leader Behaviour monitored on Class Charts with concerns, interventions and Progress Leader support strategies discussed at weekly pastoral meeting* Restorative meeting Class Teacher/SL/PL Direction to school clubs Progress Leader Further support strategies inc: • Support from SENCO Progress/Year Leader • Allocation of staff mentor STAGE 4: Progress Leader/Year Leader Responsibility Temporary removal from subject (work provided by classroom teacher) Progress/Subject Leader Move teaching/tutor group Year/Subject Leader YL Parental meeting* Year Leader Daily behaviour report* (Reviewed at weekly Pastoral meeting) Year Leader AHT letter home* AHT Discussion around:* • FTE • Student Support Plan Year Leader/RL • Respite Placement • Referral to Behaviour Panel Further support strategies inc: • School Counsellor • Referral to behaviour panel Year Leader • CAHMS • EWEL Team • Continued support from SENCO
STAGE 5: Year Leader/Assistant Headteacher Responsibility AHT Parental meeting* Year Leader/AHT Student Support Plan* (Targets set and reviewed at during fortnightly Year Leader parental meeting) Referral to Behaviour panel for AP* RL/AHT Internal Seclusion Year Leader/AHT Respite placement RL/AHT FTE with appropriate reintegration strategies Year Leader/AHT STAGE 6: AHT/Headteacher/Governors Responsibility Alternative Provision RL Managed Move RL/AHT Permanent exclusion meeting HT/AHT Governors permanent exclusion meeting Governors/HT Learning Support Unit (LSU) The LSU is where students who breach school rules will be educated separately. All work is provided for the students in the centre, although they can complete individual work if required by their teacher. Students will complete the day in silence and will be scored from 1-4 each lesson, 1 being excellent, 4 unsatisfactory. Students who do not score 1 or 2 for all lessons will repeat the day. Any serious breaches of behaviour will result a Fixed Term Exclusion (FTE) with a parental meeting arranged on return. A member of staff who sends a student to the LSU will meet with the student at the end of the day for a restorative conversation where it will be made clear what they did wrong, why it disrupted the learning and what needs to be done differently next lesson. This conversation is designed to be an opportunity to rebuild the relationship with the student and not be used as a further sanction. To allow this to take place students sent to the LSU are required to stay in school until 3.15pm. Fixed Term Exclusion (FTE) Depending on the nature of the behaviour incident, a student may receive a FTE. Following an appropriate investigation, if a student is found to have committed a breach of school rules which the Head Teacher deems appropriate to warrant a FTE, parents/carers will be informed on the day of the incident and a letter sent to the parent/carer within 24 hours. On return from a FTE, parents/carers must attend a re-integration meeting where the students’ behaviour is discussed and the appropriate actions agreed. The governors of the school must review any FTE’s that would result in a pupil being excluded for more than 15 days in any one term.
Behaviours which may warrant fixed term exclusion include: • Physical assault against student Such as fighting/violent behaviour/wounding/obstruction and jostling or similar behaviours. • Physical assault against adult Such as violent behaviour/wounding/obstruction and jostling or similar behaviours. • Verbal abuse / threatening behaviour against student Such as threatened violence/aggressive behaviour/swearing/homophobic abuse and harassment/verbal intimidation/carrying an offensive weapon/endangering the health of students or similar behaviours. • Verbal abuse / threatening behaviour against adult Such as threatened violence/aggressive behaviour/swearing/homophobic abuse and harassment/verbal intimidation/carrying an offensive weapon/endangering the health of adult members of the school community or its visitors or similar behaviours. • Bullying Such as verbal bullying/physical bullying/homophobic/transphobic bullying/racist bullying/cyber bullying or similar behaviours. • Racist abuse Such as racist taunting and harassment/derogatory racist statements/swearing that can be attributed to racist characteristics/racist bullying/racist graffiti or similar behaviours • Damage Includes damage to school or personal property belonging to any member of the school community/vandalism/arson/graffiti or similar behaviours. • Theft Such as stealing school property/stealing personal property (student or adult)/stealing from local shops on a school outing/selling and dealing in stolen property or similar behaviours. • Persistent disruptive behaviour Repeated disruption to the education of other students – despite the application of appropriate intervention strategies and a hierarchy of sanctions such as challenging behaviour/disobedience by repeated refusal to accept the authority of staff /persistent violation of school rules/bringing the school into disrepute or similar behaviours. • False allegations Making false and/or malicious allegations towards another member of the school community. The above list is not exhaustive.
Permanent Exclusion Serious breaches of school rules and circumstances where allowing the student to remain in school would seriously harm the education or welfare of the student or others in the school, may result in a permanent exclusion. In cases of this nature, a suitable amount of time will be given to fully investigate the breach and to allow the Head Teacher to carefully consider their decision based on this. If, following an investigation, a student is found to have committed a breach to school rules which warrants a permanent exclusion, parents/carers must be verbally informed on the day of the incident with a letter sent to the parent/carer within 24 hours. In cases where additional evidence comes to light a fixed term exclusion may be converted to a permanent exclusion. In these cases, the parent of the child must be contacted in writing informing them of the permanent exclusion within 24 hours of this evidence coming to light. Students with SEND Students with a statement or with particular educational needs are expected to follow the Academy’s Behaviour Policy and comply with all sanctions. Where behaviour is incurring a risk of exclusion, all appropriate support agencies will be contacted and every reasonable step will be made to ensure the needs of the student is being supported. Fixed term and permanent exclusion, however, is still a possibility if serious misbehaviour occurs. On return to school from a Fixed Term Exclusion, students identified as having SEND will receive additional support with the reintegration process. SEND students will undertake a Social Communication Program consisting of six dedicated 30 minute sessions, the intention of which is to explore in more depth how the student understands the chain of events that led to the exclusion and the steps that can be taken to make positive progress in the future. With oversight from the SENCO, identified support staff will facilitate the sessions, at the end of which there will be a record of the student progress and certificate of completion. The “Talkabout for Teenagers” program will be used and contains material appropriately designed for students with SEND. Looked After Children Exclusion for children in care should be an absolute last resort. It is vital that schools and social workers work together in partnership with other professionals and try every practicable means to maintain these students in school and only exclude in the most exceptional circumstances. Before excluding, schools, in conjunction with the local authority, should first consider alternative options for supporting the child or young person in care. No child in care should be excluded from a school without discussion with the local authority to ensure that there is suitable alternative provision available elsewhere. Although the Education and Inspections Act 2006 only requires full time education to be provided from the sixth day of exclusion, such a break in education will have an impact on the education of children in care. To ensure there is minimal disruption to their education where a child or young person in care is excluded, it is the Government’s view that schools and local authorities as appropriate should arrange alternative provision from the first day of the exclusion.
Searching and confiscation Following guidance set out by the Education and Inspections Act 2006, our members of staff are authorised to use confiscation as a disciplinary sanction if it is lawful. This means that staff may confiscate or seize items in the possession of students that are illegal, or banned by the school. It is our first priority to ensure that students are in a safe and secure environment when they are in our care, and any items that may jeopardise the safety of other students or themselves will be taken off students without notice. A teacher or someone who has lawful control of the child can search a student with their permission to look for any item that the school’s rules say must not be brought into the school. The Head Teacher and other members of staff authorised by them have the power to search a student without the student’s consent if they suspect they are in possession of ‘prohibited items’. Prohibited items that can be searched for without consent include: • knives or weapons • alcohol • illegal drugs • stolen items • tobacco and cigarette papers (Any cigarettes confiscated in school will be destroyed) • fireworks • pornographic images • articles that have been or could be used to commit an offence or cause harm. The Education Act 2011 allows for staff seizing an electronic device to examine any data or files on the device if they think there is good reason to do so. These data or files may be erased before returning the item if they believe there is good reason to do this. School Uniform and Dress Code All students are expected to wear correct school uniform at all times. We ask all parents who send their children to our school for their support of the school uniform policy. We believe that parents have a duty to send their children to school correctly dressed and ready for their daily schoolwork. Parents should ensure that their child has the correct uniform, and that it is clean and in good repair. Parents / Carers / Students should note that students who persistently fail to comply with the policy will be monitored and escalated through our Consequence System on the basis of their defiance. See our school website for our uniform policy. Smoking No student will smoke on the Dene Academy site or when dressed in the uniform of the school. If a student smokes or chooses to associate with smokers the consequences will be as outlined below: • Smoking/associating with smokers will lead to a detention. • Refusal to hand over smoking paraphernalia when asked will lead to a FTE. • All tobacco and related paraphernalia will be destroyed. (Note: ‘Smoking’ is defined to include any tobacco based products and also e-cigarettes.)
Mobile Communication Devices (Phones/Tablets etc.) These are not allowed to be used in school at any time and should be switched off and placed in bags or inside pockets. • If a phone/tablet is seen then students will receive a simple instruction to put it away. If a student refuses or the phone/device are seen again a detention will be issued. • The same applies to headphones. Headphones are not to be worn around the neck or within eyesight in school. Truancy / Walking out of school without permission Students who walk off site without permission will complete a day in the LSU on their return. Parents will be contacted immediately to let them know that their child has left the premises. Parents are required to attend a meeting with their child and pastoral staff the following day. Regulating Students’ Conduct Outside of the School Premises Teachers have a statutory power to discipline students for misbehaving outside the school premises. The Headteacher may choose to discipline a student for: • any misbehaviour when the child is o taking part in any school organised or school related activity o travelling to or from school o wearing school uniform or is, in some other way, identifiable as a student at the school • misbehaviour at any time that o could have repercussions for the orderly running of the school o poses a threat to another student or member of staff o could adversely affect the reputation of the school. Use of reasonable force Section 93 of the Education and Inspections Act 2006 enables school staff to use such force as is reasonable in the circumstances to prevent a student from doing, or continuing to do, any of the following: • Committing any offence (or, for a student under the age of criminal responsibility, what would be an offence for an older student); • Causing personal injury to, or damage to the property of, any student (including him or herself); or • Prejudicing the maintenance of good order and discipline at the school or among any students receiving education at the school, whether during a teaching session or otherwise. Dene Academy does not encourage the use of force and it will be used very rarely in special circumstances. There is no definition of when it is reasonable to use force, and every situation will have to be judged by the person in charge at that time. The degree of force used should be the minimum needed to achieve the desired result. All staff at Dene Academy have the authority to use force when reasonable, and this extends to any other person whom the Head Teacher has given the responsibility to be in charge or in control of the students.
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