Managing Pupil Behaviour - PERRYFIELDS HIGH SCHOOL "Together We Achieve Excellence"
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PERRYFIELDS HIGH SCHOOL
“Together We Achieve Excellence”
Managing Pupil Behaviour
Title: Managing Pupil Behaviour
Publication Date: June 2014 Authorised by: Governors
Revision: 1.6 Date Authorised: January 2018
Last Review: December 2017 Review Due: September 2021
1Contents
Introduction ................................................................................................................. 4
School Philosophy .................................................................................................. 4
Aims of Policy ......................................................................................................... 4
General Points ............................................................................................................ 5
Rewards ..................................................................................................................... 6
Philosophy .............................................................................................................. 6
Aims ........................................................................................................................ 6
S.H.A.R.P Points ..................................................................................................... 7
Multiple Points......................................................................................................... 8
Other Awards .......................................................................................................... 8
Head Teachers Award ......................................................................................... 8
Verbal Praise ....................................................................................................... 8
Praise Postcards ................................................................................................. 8
Positive Parental Letter / Telephone Call ............................................................ 8
Comments in Books or Pupil Planner .................................................................. 9
Praise in PDM or Assembly ................................................................................. 9
Reward Points......................................................................................................... 9
Pupil Code of Conduct .............................................................................................. 10
Code of Conduct ................................................................................................... 10
Conduct in Lessons .............................................................................................. 11
General School Rules........................................................................................ 11
IN OUR CLASS..................................................................................................... 12
Classroom Organisation and Order ...................................................................... 12
Teacher Standards and Staff Code of Practice ........................................................ 13
Relating to Behaviour and Discipline .................................................................... 13
Monitoring.......................................................................................................... 13
Behaviour within the Context of Equal Opportunities ............................................ 14
Behaviour Recovery Programme.............................................................................. 16
Green Behaviour ................................................................................................... 16
Amber Behaviour .................................................................................................. 17
Red Behaviour ...................................................................................................... 18
SLT Call Out ......................................................................................................... 19
Lines of Communication........................................................................................ 20
Monitoring Pupil Behaviour ....................................................................................... 21
Strategies that Classroom Teachers and Personal Tutors are expected to Use ... 21
Strategies that HOD/PAL are expected to Use ..................................................... 21
Strategies that an Assistant Head Teacher is expected to use ............................. 22
Strategies that the Head Teacher is expected to use ........................................... 22
Drug Related Incidents.......................................................................................... 22
Procedures for Requesting SLT ............................................................................... 23
Power to Use Reasonable Force .............................................................................. 24
School Detention System ......................................................................................... 25
Pupils who fail to attend detentions ....................................................................... 25
SLT Detention ....................................................................................................... 26
Exclusions ................................................................................................................ 28
Internal Exclusions (I/E) ........................................................................................ 28
Fixed Term Exclusions .......................................................................................... 28
Permanent Exclusions .......................................................................................... 28
Governing Body Disciplinary Committee .................................................................. 29
Pupil Engagement Centre......................................................................................... 29
2Aims ...................................................................................................................... 29
Internal Exclusion (I/E) .......................................................................................... 29
Guidelines ............................................................................................................. 30
Intervention Room ................................................................................................. 31
Role of Head of Inclusion.......................................................................................... 33
Inclusion Centre........................................................................................................ 33
Educational Visits .................................................................................................. 33
The Role of Parents .................................................................................................. 34
External Agencies..................................................................................................... 34
Anti-Bullying Policy ................................................................................................... 34
Movement ................................................................................................................. 34
Out of Bounds........................................................................................................... 35
Pupils Out of Lessons ............................................................................................... 35
School Uniform ......................................................................................................... 35
Glossary ................................................................................................................... 39
3Perryfields High School
Managing Pupil Behaviour
Introduction
School Philosophy
The ethos of Perryfields High School is that of a caring and positive place of learning
where rules and standards are seen to be in the best interests of all. The school
exists to provide children with a safe and happy environment in which they are
recognised as individuals; in which they are encouraged to grow and develop in all
areas to the best of their abilities, a learning environment which is lively and
stimulating and which promotes equal opportunities for all children.
Each child is encouraged to have a sense of personal responsibility towards
themselves, others and the world in which we live.
The school welcomes and encourages the close involvement of parents and other
members of the community in all aspects of school life. It is essential to have the
support of parents in order to maintain a high standard of behaviour and discipline.
Aims of Policy
1 To further improve standards of behaviour, teaching and learning,
achievement and appearance
2 To empower staff to effectively manage pupil behaviour
3 To promote self-discipline, marginalise poor behaviour and encourage a
positive ethos amongst pupils
4 To set clear and unambiguous guidelines for behaviour and discipline within
Perryfields High School, which should be consistently applied by all staff
5 To assist staff in the achievement of their curriculum aims by implementation
of these guidelines
6 To promote the partnership between parents and the school and enlist the
support of parents
7 To assist pupils, parents and governors in their understanding of our approach
and actions towards pupils within the school
4General Points
Teachers have statutory duty to discipline pupil whose behaviour is
unacceptable, who breach the school rules, or who fail to follow reasonable
instruction. (Section 90 and 91 of the Education and Inspections Act 2006)
The power also applies to all paid staff with responsibility for pupils i.e. LSPs,
Supervisors etc.
Teachers can discipline pupils in certain circumstances when a pupil
misbehaviour occurs outside of school
Teachers can confiscate pupil’s property
Teachers can impose school based community service or imposition of a task
such as picking up litter, weeding school grounds, tidying a classroom, helping
clear up dining hall or removal of graffiti.
Teachers may discipline pupils for misbehaviour when a pupil is taking part in
any school organised activity, school related activity, travelling to or from
school, wearing school uniform or some other way identified as a pupil at the
school
Teachers may also discipline pupils if their actions could have repercussions
for the orderly running of the school, poses a threat to another pupil or could
adversely affect the reputation of the school.
5Rewards
Philosophy
Every opportunity should be sought to praise pupils
The school rewards system is based on the SHARP initiative, where pupils are
awarded points for positive behaviours.
Rewarding pupils is an integral part of behaviour management, where the
development of a praise culture should reduce the number of incidents where
sanctions need to be used. Perryfields High School believes that pupils who receive
regular praise for what they do will improve their learning, behaviour and self-esteem.
With this in mind, staff should make a conscious effort to praise pupils every lesson
either through the formal systems outlined, or by making comments.
Aims
The aims of the reward system are to: -
Raise the self-esteem of ALL pupils
Develop a ‘praise culture’ where achievements are celebrated
Improve pupil motivation
Develop a system where rewards are valued by pupils
Improve the quality of teaching and learning
Improve the standards of behaviour
Involve parents and other stakeholders in celebrating success
The following are in place: -
SHARP points
Head Teachers Award
Verbal praise
Certificates of Excellence
Subject certificates
Attendance certificates/trophies (Refer to Attendance Policy)
Appropriate comments in exercise book or diary
Praise in form or assembly
Comments in reports (See Assessment, Marking, Target Setting and
Reporting Policy)
Parental letter or telephone call
Praise postcard
Positive SHARP Awards
Leadership Pyramid.
All of the above can be entered onto Class Charts ‘Positive Incident’ log.
6S.H.A.R.P Points
Using Class Charts SHARP points can be award to individual students or for whole classes during both lesson times and social times.
See grid below as a guide to issuing points.
S - SUCCESS H – HOMEWORK A - AMBITION R – RESPECT P - PRESENTATION
Assessment/Coursework Attended HWK Club Ask for help/ Ask Community Involvement Classwork Presentation
on or above target Attend Inclusion HWK Questions Good Attitude Correct Equipment
Attendance and Club Attend Extra-Curricular Helping Others Smart Uniform
Punctuality Homework Deadline Met activities Honesty
Classroom participation Homework of a High Exceptional Effort Mentoring/Teaching
Independently/ Excellent Standard External Rewards others
Work Planner used effectively Overcome Difficulties/ Teamwork/Communication
Readiness to Learn Revision Sessions Commitment
Review work and how to attended
improve it
7Multiple Points
Multiple points will be automatically awarded through the Positive Incident log on
Class Charts. These may be changed by the AHT including rewards during target
weeks.
Other Awards
Head Teachers Award
Pupils who do an outstanding piece of work should be brought to the attention of the
Head Teacher. The Head Teacher will praise the pupil and enter the award on Class
Charts. This will count for 3 points.
Verbal Praise
Staff should take every opportunity to praise pupils. The number of times pupils are
praised should out-weigh the reprimands. This will reduce the need to use sanctions,
thus developing a praise culture. If a pupil is misbehaving, a useful technique is to
praise those who are behaving in the class, this is called ‘ignore and reward’.
Praise Postcards
These are sent home to parents, when a pupil has done an exceptional piece of
work, something praise-worthy or for reasons other than academic, such as:-
Being very helpful
Showing a high degree of honesty
Community spirit
Showing a considerable improvement in behaviour/attitude
Showing a considerable improvement in attendance/punctuality
When a praise postcard is posted home, this should also be recorded on Class
Charts.
Positive Parental Letter / Telephone Call
There is no standard letter for use in departments or family groups because each
case is different and they are more personal.
Wherever possible, letters praising pupils should be sent. This is most effective when
trying to develop a positive ethos in school. Copies of praise letters should be placed
on the pupil’s file. A positive phone call should also be made where possible. This
should be recorded on Class Charts.
8Comments in Books or Pupil Planner
Where possible, positive comments about student’s work, behaviour, attendance or
improvement, etc. should be made in books or diaries Teachers may wish to use
stickers or stamps to reinforce their positive comments. Where stickers or stamps
have been issued, this should be entered on Class Charts.
Praise in PDM or Assembly
Every opportunity should be found to praise individual or groups of pupils in lessons,
form or assembly. Although pupils may appear to dislike being mentioned, this needs
to happen if a praise culture is to be further developed. It is worth noting, that when
an individual or group are being told off, they are often in the minority. The majority
therefore need to be praised.
Reward Points
Points will be accumulated by individuals, which will contribute towards
individual, form and family awards
Individuals will be rewarded for their point totals on a half termly basis e.g.
certificate/prize/reward afternoons
The points will be coordinated by the AHT including rewards, who will agree
on prizes, competitions and adjustments.
When all other awards are given to pupils, these should be added to Class
Charts so that pupils also gain points i.e. Head Teacher Praise Post
Once every half term, the form in each family that receives the most SHARP
points will be awarded prizes. The form photo will be displayed
At the end of each term, the top pupils (from each family) with the most
SHARP points will be awarded with appropriate rewards i.e. cinema tickets,
trips, DVD and pizza afternoons.
At the end of the year, the family with the most points will be awarded the
Family Shield, which will be linked to prizes. Results will be published in the
newsletter
Throughout the year, Inter-family competitions will be held, which will earn
points towards the Family Shield
At the end of each term, all pupils who have received ‘0’ negative SHARP
points will be added into a draw to win a prize, e.g. Samsung tablet, Mini iPad
9Pupil Code of Conduct
All pupils will behave with courtesy to all others at all times, both in and out of school
and will always act in such a way that their conduct is a credit to their family, their
school, their community and themselves. Respect for each other's personal property,
time and viewpoint are of paramount importance.
Perryfields High School stands for quality in education. This quality for which we all
strive can be seen in the high standards of:
BEHAVIOUR
WORK
ACHIEVEMENT
APPEARANCE
Code of Conduct
Pupils should adhere to instructions given out by staff and prefects without
question
Pupils should show consideration towards everyone in school
Pupils should demonstrate the highest standards of behaviour at all times
Pupils should respect others property and the school environment
10Conduct in Lessons
All members of staff MUST apply the ‘Conduct in Lessons’ procedures consistently
and fairly. It is envisaged that pupils will only move quickly through the warnings in
serious situations.
Expectations
Pupils Will:
Arrive on time to lessons
Remove coats, enter lessons sensibly and be ready for work immediately
Sit in the place that has been allocated
Listen in silence when a member of staff is talking
Arrive at lessons fully equipped
Be polite and courteous to all members of the class
Be expected to work to the best of their ability
Ensure that they do not distract others from working
Follow instructions given by staff
Leave the class in a quiet, sensible manner, when dismissed by the teacher
General School Rules
Pupils Should:
Enter rooms quickly (Unless there are Health and Safety issues with labs etc)
Remove coats, sit down and begin the starter activity promptly
Follow the one way system
Not eating food in classrooms or corridors
Wear full school uniform at all times
Not smoke in and around school
Not bring/use mobile phones or bring other expensive items to school
Not bring Tippex or marker pens to school
Not drink or bring alcohol or other illegal substances to school (See Drug
Policy)
Not bring any offensive weapons or literature to school
Not bring any items into school to sell. These include confectionary, electronic
goods etc. any such items will be confiscated and only given back to parents
Not bully anyone
Not misuse the internet
11IN OUR CLASS
Pupils are expected to follow simple guidelines in the classroom, which underpins the
‘Code of Conduct’ and ‘Conduct in lessons’
It is important to have the correct equipment
Needless interruptions are unwelcome
Organise your work carefully
Use your diary correctly
Respect all others in the classroom
Concentrate at all times and avoid disturbing others
Listen to explanations and instructions
Arrive on time
Settle down quickly and be ready for work
See the teacher for help if you need to
Classroom Organisation and Order
Staff should:
1. Expect an orderly entrance and exit to the classroom, pupils should enter the
class quickly and be ready for the starter activity. Uniform should be checked
at the end of the lesson and pupils dismissed quietly
2. Pupils must be seated Boy/Girl, unless there is a valid reason
3. Registers should be marked at the start of EVERY lesson
4. Pupils should sit according to an agreed seating plan
5. Meet & greet pupils and make a clear and controlled start and finish to the
lesson (See Teaching and Learning Policy)
6. Expect high standards at all times, and communicate this to the pupils
wherever possible
7. Be aware of the varying abilities within each class, and modify teaching
strategies accordingly
8. Apply rewards and sanctions fairly and consistently
9. Work to agreed procedures as stated in departmental and school policies
10. Respond to the personal needs of pupils
11. Encourage a calm, stable environment and stimulating classroom environment
12. Use different strategies to maintain a good working environment
13. Use language to ‘engage’ not ‘enrage’
14. Reinforce the Code of conduct in their teaching environment
(Refer to the ‘Teaching and Learning Policy’)
Incidents in the classroom should be dealt with by the classroom teacher and
HOD initially through the Consequence system and should not automatically
require an SLT callout.
12Teacher Standards and Staff Code of Practice
Relating to Behaviour and Discipline
Acceptable standards of behaviour, work and achievement depend on the
consistency of all staff. Staff have a shared responsibility for creating, developing
and supporting the ethos of the school at all levels by following the Teacher
Standards.
Teacher Standards – manage behaviour effectively to ensure a good and safe
learning environment
Have clear rules and routines for behaviour in classrooms and take
responsibility for promoting good and courteous behaviour both in classrooms
and around school, in accordance with the schools behaviour policy
Have high expectations of behaviour and follow the Behaviour Recovery
Programme with a range of strategies, using praise, sanctions and rewards
consistently and fairly
Manage classes effectively, using approaches which are appropriate to pupil’s
needs in order to involve and motivate them
Maintain good relationships with pupils, exercise appropriate authority and act
decisively when necessary
Monitoring
HODs/PALs have a responsibility for ensuring staff within their departments/family
groups are promoting consistent standards of behaviour and discipline through
monitoring their department/family. This should be done in line with the Quality
Assurance Guidelines.
SLT Line Managers have a responsibility to monitor staff in their attached
departments in their application of the policy. This will form part of a programme of
Quality Assurance visits and observations.
When dealing with problems in the classroom, corridor or playground, staff
should:
(a) Try to identify the individuals concerned, isolate the problem and establish
their authority
(b) Try to establish the facts, and not jump to conclusions
(c) Where appropriate, gain statements and identify any witnesses
(d) Try to make a rational judgement based on the facts
(e) Be firm but consistent in their approach
(f) Follow the problem through to conclusion where possible
(g) Try to avoid confrontation where possible
(h) Where appropriate, follow department procedures or send for SLT, if the
situation cannot be dealt with by the teacher
13Behaviour within the Context of Equal Opportunities
When dealing with issues of behaviour and discipline, staff should work within the
framework of the school’s Equality Policy.
Staff should refer to the Equality Policy, with particular reference to the following
principles:
(a) Ensure that sexist, racist or homophobic remarks do not go unchallenged, and
are taken seriously
(b) Deal with and report any incidents of sexism, racism and homophobia to an
appropriate member of the Pastoral Team or SLT, and record such incidents
on Class Charts
(c) Raise the self-esteem of pupils by ensuring all pupils, regardless of ability,
sex, race or gender, feel valued and are dealt with fairly
(d) Seek and share specialist knowledge within the school
Refer to Policy Guidelines ‘Tackling Racial Harassment’. Dept of Education
and Lifelong learning
14PHS - Behaviour Recovery Programme
STAFF
Green Behaviour Amber Behaviour Red Behaviour SLT Call Out
(Expected by ALL pupils)
Being helpful Answering Back Abuse of the Aggression to staff (verbal/physical)
Being on task Distracted/off task equipment/environment Aggression towards others
Being on time to lessons Eating in class Abusive language/swearing (not (physical/verbal)
Being polite Interruptions directed at a member of staff) Failure to attend HOD Detention
Completing homework to the best Lack of cooperation Bullying – Homophobic, Race, Failure to attend SLT Detention
of ability Lack of homework Religion, Gender, Disability Other serious incident
Courteous to staff and fellow pupils Late to lesson for no Defiance to staff Racist/Homophobic comments
Doing as requested reason/continued lateness E-safety incident (Refer to E-safety Persistent Defiance
Having the correct equipment No equipment policy) Selling Items
Producing the appropriate standard Not following instructions Failure to do 10 minute detention Smoking/Vaping
of work/homework Other (minor) Failure to attend 30 min School Stealing
Smart uniform Out of seat Detention Truancy
Working to the best of pupil’s ability Poor quality work Late to School
Throwing things Mobile phone confiscation
C1
No homework
Perryfields Rewards C3 Consequence
1. Verbal Warning No PE kit
6. Subject/Pastoral 1. Internal Exclusion (I/E)
2. Name on board Poor standard of uniform
report 2. SLT Detention
3. Move of seat 7. 30 minutes School 3. SLT Report
Repeated Amber behaviour in one
C2 Detention (SD) 4. Letter Home/Parental Meeting
4. 5 minutes out of room
lesson following Consequence 1 and
8. Contact home 5. Temporary/Permanent move of group
5. Note in planner 2 C4 6. Fixed Term Exclusion
6. Break/lunch 10 minute detention 9. Parking in allocated 7. Managed Move
7. Contact home Room & School Detention 8. Permanent Exclusion
15Behaviour Recovery Programme
The Behaviour Recovery Programme establishes cycles of restorative recovery
strategies that aim to maximise the time pupils spend in the Teaching and Learning
situation and also takes account of student’s long term social wellbeing and
emotional learning. The programme is designed to deal with the reasons why
the pupils misbehave, in particular giving pupils the chance to recover their
behaviour and discuss issues with staff.
‘Ultimately, high levels of consistency across all school staff eradicates the
need for pupils to test limits and boundaries.’ (Dr Kevin Rowlands, 2014)
Positive and negative behaviour will be recorded on our behaviour tracking system
Class Charts with pupils being awarded positive SHARP points for a range of positive
behaviour and negative SHARP points linked to the consequence of negative
behaviour. Staff can award up to a maximum of 6 positive SHARP points and 5
Negative SHARP points per lesson, per pupil. Staff can only log the highest
negative consequence applied to the pupil’s negative behaviour not a series of
negative consequences.
Green Behaviour
These types of behaviour are the school’s minimum expectations. These should
include:
1. Being polite
2. Courteous to staff and fellow pupils
3. Working to the best of pupil’s ability
4. Having the correct equipment
5. Producing the appropriate standard of work
6. Being on time to lessons
7. Completing homework to the best of ability
8. Doing as requested
9. Being helpful
10. Being on task
Green behaviour should be encouraged at all times and should be noted on
Class Charts by staff at the end of each lesson for individual pupils or through
Class Monitor.
IT IS EXPECTED THAT ALL STAFF ARE RESPONSIBLE FOR BEHAVIOUR
MANAGEMENT IN THEIR LESSONS AND AROUND SCHOOL BY APPLYING A
RANGE OF STRATEGIES WHICH ARE SET OUT LATER IN THIS POLICY.
ADVICE CAN BE SOUGHT FROM OTHER STAFF WHERE NECESSARY.
16Amber Behaviour
This behaviour is part of the ‘Consequence System’ and clearly details what is amber
behaviour and what the consequences are if pupils exhibit this behaviour.
Consequence 1 Behaviour
1. No equipment
2. Off task
3. Eating in class
4. Out of seat
5. Poor quality work
6. Distracted/off task
7. Not following instructions
8. Interruptions
9. Other (minor) – please specify in free text
Consequence 2 Behaviour
10. Repetition of C1 Behaviour
11. Lack of cooperation
12. Throwing things
13. Answering Back
14. Lack of homework
It is the expectation that staff deal with Amber Behaviour as part of their
classroom management strategies.
Consequences attached to Amber Behaviour (Record the appropriate action on
Class Charts/comment box).
Consequence 1 Action –
1. Verbal warning
2. Name on blackboard
3. Move of seat
Consequence Action 2 –
4. 5 minutes outside classroom
5. Note in planner
6. 10 min Break or Lunch detention
17Red Behaviour
Red behaviour to be recorded on Class Charts with further details in comments
section and referred to the appropriate HoD/PAL.
Any red behaviour in lesson should be referred to HoD.
Any red behaviour in PDM or social times should be referred to PAL.
Consequence 3 Behaviour
1. Late to lesson for no reason/continued lateness
2. Failure to do 10 minute detention
3. Poor standard of uniform
4. Repetition of Consequence 2 (2 or more)
5. Abusive language/swearing (not directed at a member of staff)
6. Rudeness to staff
7. Abuse of the classroom/equipment
8. E-safety incident (Refer to E-safety policy)
9. Persistent No Homework
Consequence 4 Behaviour
10. Refusal to cooperate/defiance & rudeness to staff
11. Aggression towards others
12. Bullying – Homophobic, Race, Religion, Gender, Disability (repeated offence,
not just a ‘one off’)
This again is not a definitive list and staff should use their professional judgement
when issuing consequences.
It is the expectation that staff will deal with the situation initially. In the more
serious cases, pupils should have been issued with Consequence 4 and the
referral should then be passed to the HOD and PAL for further action, which
should be recorded on Class Charts.
Consequences attached to Red Behaviour
Consequence 3 –
7. 30 minute school detention issued.
8. Telephone call home
9. Subject/Pastoral Report
Consequence 4 –
10. *’Parking’ in another classroom & 30 minute school detention issued.
*Parking – this is where a pupil is removed to another classroom to recover their
behaviour. When a pupil is calm, they should return to their ‘home’ classroom. If a
pupil is not ready to return, they should remain in the ‘Parking’ room. All departments
should have pre-arranged ‘Parking’ placements in other classrooms. A ‘Re-think’
sheet should be completed by the pupil. This MUST be returned to the pupil’s
teacher who will talk through the sheet with the pupil to address any issues. It should
then be given to the Pupil’s Form Tutor for information only.
18All incidents of Red Behaviour must be recorded on Class Charts. When
Consequence 4 is reached, the referral must be brought to the attention of the
HOD/PAL through Class Charts.
The consequence system does not always need to be sequential. On some
occasions, doing them may not be appropriate and other consequences may be
issued. However, this should not go to SLT Call-out unless for reasons stated in the
list below. For example if a pupil comes in to the class and is aggressive towards a
pupil straight away, then it would be appropriate to go straight to Consequence 4.
However, in most cases, pupils will move up the consequences system and staff
should take and record appropriate action.
The same system will apply for PDM, however, rather than passing information
to a HOD, it should go to the appropriate PAL
SLT Call Out
These should only be used in the following situations
1. Swearing/verbal abuse at a member of staff
2. Aggression to a member of staff
3. Racist comments
4. Threatening behaviour towards staff
5. Fighting in the class
6. Smoking
7. Truancy where safeguarding is an issue
8. Verbal abuse to a member of staff
9. Behaving in a way that may cause a danger to others
10. Continued disruption after a Consequence 4 has been issued
11. Other (Serious) – please specify in free text
Following an SLT call out, action taken will be at the discretion of the member
of SLT; this may not automatically require the pupil to be taken to the Internal
Exclusion (I/E) in J4.
Incidents of bullying will be picked up through the recording of incidents on Class
Charts as a ‘repeated act’. These should be picked up by the PAL (Refer to Anti-
Bullying Policy).
Staff will refer to the ‘Behaviour Recovery Consequence Ladder’ when
managing negative behaviour both in and out of their classroom.
19Lines of Communication
When dealing with behaviour issues, it is the expectation that staff are responsible for
behaviour in their classroom and should not callout SLT to deal with low level
behaviour issues, or where the consequence system has not been followed.
When issues need to be passed on, the lines of communication are as follows;
Class Teacher/ Form Tutor HOD/PAL SLT Intervention
HOI intervention
Parents / Carers
When issues need to be passed on, Class Charts should be used to send a
referral alert to the next person. A referral is passed on for further action when
a pupil reaches consequence 4 and ‘PARKING’ system has been used.
20Monitoring Pupil Behaviour
All staff have access to Class Charts and can access data, pull off reports for
groups they are responsible for, i.e. Tutor Groups, classes, families and
departments
Effective monitoring will inform any link between teaching and learning and
behaviour
Class Charts Reports should be used by Tutors, PAL, AHT to monitor pupil
behaviour. This information will be used and distributed appropriately
Reports generated by this process will be used to track, target and address
issues relating to improving pupil behaviour within departments, year groups,
individual pupils, etc.
Issues raised by the monitoring process will be discussed regularly at
appropriate meetings
Personal Tutors should look at data for their Tutor Group at least once a week.
Any pupils causing concern should be monitored and spoken to. Where
appropriate, these pupils should be brought to the attention of the PAL and
appropriate interventions put in place.
Strategies that Classroom Teachers and Personal Tutors are expected
to Use
Staff should always refer to the ‘expected’ (Green Behaviour) described in this policy.
These are the minimum expectations required in class. This behaviour could be
recorded on Class Charts at the end of each lesson which will contribute to SHARP
points. Also, staff should make regular reference to the ‘Code of Conduct’, ‘In Our
Class’ and School rules. It is also essential that good, well planned, pacey and
interesting lessons are delivered regularly to avoid disinterest. Staff should also use
‘Behaviour Recovery Language’. Other strategies that could be used are: -
1. Have written ground rules which are referred to regularly
2. Regularly refer back to Code of Conduct etc.
3. Ignore and reward
4. Use of positive praise and rewards
5. Change of seating plan
6. Use of observation feedback
7. Verbal reprimands
8. Detentions (not whole class detentions)
9. Class report
10. Support from colleagues
11. Contact home
12. Humour
13. Appropriate BR language e.g. ‘Please return to your seat and get on with your
Maths work’, compared to ‘How many times do I have to tell you?’
Strategies that HOD/PAL are expected to Use
21 Verbal warning/reprimand explaining why it has been given
Short detention at the end of the lesson or lunch
Group detention
SD detention
Change of seating plan
Removal from the group for one or more lessons
Contact with parents by diary, letter or phone
Parental interview
Departmental report
Target report
Attendance report
Diary Monitoring
Removal of privileges
Referral to Head of Inclusion (SEND pupils) or Behaviour Manager (PAL
only)
Strategies that an Assistant Head Teacher is expected to use
AHTs will use many of the same strategies as part of their Pastoral role, however the
sanctions are considered to be more serious.
As above
Internal exclusion for a day or more
Removal from group or form
Permanent removal from a group or form after consultation with PAL, Head
of Inclusion & responsible AHT
Reporting at certain times
Contact with parents by letter or phone
Parental interview
Involvement of outside agencies/alternative provision
Removal from lesson because of SLT call out
Referral to the Inclusion Forum
Strategies that the Head Teacher is expected to use
As all above and: -
Fixed term exclusion from school
Permanent exclusion from school
Drug Related Incidents
For any drug related incidents, refer to the school ‘Drugs’ Policy.
22Procedures for Requesting SLT
Staff must follow the Consequence System as set out in the ‘Conduct in
Lessons’ Procedures before calling for SLT
Situations Requiring Assistance:
The Consequence system is only by-passed: -
When a pupil is causing or about to cause an injury to themselves or others
i.e. fighting, physical assault
Where a pupil is refusing to be ‘parked’.
If a pupil is being rude and abusive to teacher
If an intruder is in the school buildings or grounds
If a pupil appears to be under the influence of an unknown substance, which
may endanger their safety, or that of others
Procedures for Requesting Support:
A responsible member of the class should be sent down to the School Secretary,
with a completed Serious Incident Report
At lunchtime, a pupil should be sent to reception or the School Secretary who will
contact the member of SLT on duty
The School Secretary will contact the member of SLT on duty
The member of SLT will carry mobile phones, so that immediate contact can be
made by the School Secretary if they are not in their offices
As soon as contact has been made, the member of the SLT will go to the
classroom, and deal with the issue. This may require the pupil to be spoken to
and reintegrated in to the lesson, removal for the rest of the lesson by being
‘parked’, or placed in Internal Exclusion.
On occasions, SLT call out may be prioritized depending on the situation
Sanctions will be at the discretion of the SLT
Regulations:
Pupils who are causing the problem should not be sent to the offices, this can
cause more difficulties, especially if there is no-one there
‘Parking’ if a pupil does not require a call out
SLT should not be requested for minor offences that should be sorted out
within the lesson or department, i.e. pupils forgetting books, low level
disruption, to settle a class down or not doing homework etc. Staff are
expected to follow the ‘Consequence Ladder’ and employ a range of
strategies before an SLT call out
If the School Secretary is not available, another member of the Admin Staff
should be the next contact
Pupils should not be sent directly to the SLT member
SLT who are carrying mobile phones must only be contacted by the School
Secretary or Admin Staff. If members of SLT are out of school and should be on
duty, they should endeavor to arrange for a replacement
23Follow Up:
The incident will be logged on Class Charts by the admin responsible. Staff
can access this to see details.
Where appropriate, feedback should be given by the member of SLT to the
teacher about the action taken, support, strategies for dealing with situations
in future and where relevant the appropriateness of the call-out
FT should follow up any call outs with their form members
As the incident will have been serious, the member of SLT may remove the
pupil to the I/E if appropriate, but the HOD should be informed about the
situation (See Intervention Room Guidelines)
Power to Use Reasonable Force
Members of staff have the power to use reasonable force to prevent pupils
committing an offence, injuring themselves or others, or damaging people’s property
and it maintains good order and discipline in the classroom.
Head teachers and authorised staff may also use such force as is reasonable, given
the circumstances when conducting a search without consent for knives or weapons,
alcohol, illegal drugs, stolen items, tobacco/cigarette papers, fireworks, pornographic
photographs or articles that have been or could be used to commit an offence or
cause harm.
Teachers can also search for items without consent that are not allowed in the school
rules set out in this policy i.e. confectionary or other items, that is being brought to
school to sell. These items will be confiscated and only returned to parents.
24School Detention System
Although it is not a legal requirement to give 24 hours’ notice for a detention of more
than 10 minutes, where possible, this should be given via Class Charts email alert. It
is parents responsibilities to ensure the school has the correct email address for this
to be possible.
Pupils will be placed in School Detention for:
Red Behaviour in lessons or social times
No homework
Uniform issues
Late to lesson or school
Failure to attend 10 min detention
Pupils may be detained at the end of each session for 10 minutes without
parental notification for Amber behaviour (C2)
An appropriate sticker should be placed in the pupil’s diary.
Detentions of 30 minutes for Red behaviour (C3 or C4) will be done in School
Detention from 3.15-3.45 or 2.15-2.45 on a Wednesday.
It is the pupils responsibility to ensure that they remember to attend any
detentions set by a member of staff.
Pupils who fail to attend detentions
1. Subject teacher 10 minute detention missed – pupil placed in 30 min School
Detention that day.
2. Refusal to attend a 30 minute School Detention on the day issued will escalate
through;
Failure to attend SD for
Red Behaviour
HOD Detention = 1hr (Tues or Thurs)
Head Teacher Detention = 2hrs (Friday)
I/E Placement/External Exclusions
25SLT Detention
School detentions will be run in G3 from 3.20pm to 4.50pm
SLT are able to put pupils in SLT detention, an AHT & a LP will be responsible
for supervising.
A book will be kept in the School Secretary’s office, where pupils’ names will
be entered, giving reasons why they has been placed in detention. This will
take place in the following week
Where possible, pupils should be taken to School Secretary’s office when
entering the name in the book.
SLT supervising the detention should pick up the book, and record those
present
Pupils in detention will be set an appropriate task, the detention will be done in
silence
Letters will be sent by post on the previous Friday to parents by the School
Secretary, saying why their child has been placed in School Detention
Where possible, pupils will be asked to sign to acknowledge the detention
A reply slip should be returned on the night of the detention
Pupils will attend their detention on Thursdays
Failure to attend detention will result in a re-issue. Pupils will be placed in the
I/E room for a day if they fail to attend for a second time. This should be
administered by AHT or HT
Where appropriate the member of SLT on duty should chase up any pupils
who do not attend.
Incidents that require a School Detention will be judged individually. The following
could be examples;
Failure to attend HOD/PAL / late detention
Smoking
Regularly out of school at lunch time
Truancy
Rudeness to staff / refusal to do as requested
A number of referrals detailing poor behaviour
Swearing in class
Fighting
Following repeated Red behaviour
An accumulation of 3 late marks
Failure to attend school detention may result in the pupil being placed in I/E.
2627
Exclusions
Exclusions from school are taken very seriously and as a last resort once other
strategies have failed.
There are three types of exclusion
1. Internal Exclusion (I/E) – this is an alternative to a fixed term exclusion and
can be used: -
In an emergency whilst an investigation takes place
As a planned and alternative to a fixed term exclusion
Upon a return from a fixed term exclusion
2. Fixed Term – this can be for a number of days depending on the severity of
the incident
3. Permanent – This can be for persistent disruptive behaviour or a one off
serious incident
Internal Exclusions (I/E)
If a pupil’s behaviour requires them to excluded from school, the member of SLT will
discuss the incident with the Behaviour Manager to determine the best course of
action. Where possible, a pupil will be placed in Internal Exclusion as an alternative
to a fixed term exclusion.
Fixed Term Exclusions
Once other strategies have been exhausted, it may be appropriate to exclude a pupil
for breaches of school rules and the code of conduct. This exclusion can also be
used for one off serious incidents. The length of which will depend on a number of
factors such as the pupil’s behaviour record, the severity of the incident, the
circumstances that were involved and any other circumstances outside school.
When a pupil returns from a fixed term exclusion, the pupil will spend a minimum of 1
day in the I/E and the excluding member of SLT will have a reintegration meeting
with the pupil and parent. The details of this will be recorded and a copy placed in the
pupil’s file.
Permanent Exclusions
These are used very rarely and are as a result of serious breaches of the school
rules and code of conduct, they may be used for persistent disruptive behaviour
where the education of the pupil or others may be seriously harmed, or for a one off
serious incident.
The decision to permanently exclude a pupil is only made after careful consideration
of a range of circumstances.
For details of exclusions, please refer to the schools ‘Preventing and Managing
Exclusions policy ‘.
28Governing Body Disciplinary Committee
In very serious cases, pupils will be asked to appear in front of the Governing body.
These would be for some fixed term exclusions and all permanent exclusions.
Pupil Engagement Centre
Perryfields High School facilitates the learning of a minority of pupils who may
present challenging or complex behaviours. Rather than merely addressing issues
and concerns in a reactive manner, it is the Pupil Engagement Centre’s intention to
deliver more strategic intervention for pupils with emotional, behavioural and social
needs.
Therefore, the Pupil Engagement Centre will accommodate two separate and distinct
areas – the Internal Exclusion Room and the Intervention Room.
Aims
To allow pupils to ‘Recover’ their behaviour away from the teaching and
learning situation where classroom and/or departmental strategies have been
tried and unsuccessful.
To offer support to staff by removing disruptive pupils so that effective
teaching and learning can take place.
To provide a deterrent for poor behaviour.
Involve and work with parents/carers on strategies to maintain their child in
mainstream education.
To reduce exclusions at Perryfields High School.
Internal Exclusion (I/E)
Its criteria for placement in this facility are identical to those whose behaviour has
warranted between a 1 and 3 day fixed term exclusion. Such exclusions can begin
on any day of the week and as with any exclusion, this is always a ‘last resort’.
As pupils placed in the Internal Exclusion Room are receiving supervised education
from Perryfields Staff, such placements will not count as official exclusions. Detailed
records and statistics for the Internal Exclusion Room will be maintained, analysed
and reported on.
Heads of Family and or member of SLT may decide to place a pupil in Internal
Exclusion for up to 3 days for:-
Matters affecting the health and safety of staff/pupils.
Serious offensive or aggressive behaviour.
Continual disruption of the learning of the wider school community.
Refusal to accept school rules.
A pupil completing their Fixed Term Exclusion in Internal Exclusion.
29Decisions must be supported by fully documented investigation which may include a
Serious Incident Form or Witness Statements.
Internal Exclusion is not suitable for long-term placements; Pupils should be placed
for 3 days maximum.
Pupils referred to this facility will be expected to attend at the usual time of 8.45am,
have separate breaks from their peers and be expected to wear full school uniform.
Pupils placed in Internal Exclusion will finish their school day 30mins after their
peers.
Internal Exclusion times are as follows: -
8.45am – 3.45pm – Mon, Tues, Thurs, Fri
8.45am – 2.45pm - Wed (Yrs 7, 8, 9, 10)
8.45am – 3.45pm - Wed (Yr 11)
Guidelines
Staff are to be aware that pupils placed in Internal Exclusion are being sanctioned as
part of the Behaviour Recovery Programme. Staff will need to be aware of the crisis
curve and various de-escalation strategies to aid their behaviour recovery during SLT
involvement and within the Internal Exclusion Room.
Pupils may need further interventions considered and bespoke interventions co-
ordinated by the Behaviour Manager.
At the Beginning of Each School Day in Internal Exclusion: -
Pupils will go direct to the Internal Exclusion Room for registration at 8.45am,
in full school uniform.
Internal Exclusion staff will complete a register and inform the Attendance
Officer (Mrs L. Price ext 173)
Internal Exclusion staff will follow up any absences and communicate this to
SLT.
The Behaviour Manager will ensure that time in placement is served in full and
will ‘carry over’ any absences to the following day.
Internal Exclusion staff will collect lunch orders during break as appropriate,
and will place order with SSW.
The Internal Exclusion sessions: -
Pupils will spend the morning sessions focussing on making academic
progress with their core curriculum.
Pupils will spend the afternoon sessions engaging with their chosen option
subjects, extended curriculum subjects and/or reflective pieces of work.
All pupils will receive a daily written report on their progress, which should be
shown to the parents/carers.
Pupils who have been pre-booked into Internal Exclusion for the whole day will
receive an additional 30mins added to the time of their normal school day.
30At the End of the Internal Exclusion Placement:-
Contact with parents/carers will be sought so that feedback on the student’s
progress can be offered.
The Behaviour Manager will complete a feedback sheet for PALs to be aware
of and place in pupil file.
Pupils will be set specific targets and given a reintegration report card by their
PAL. Form Tutors will monitor the pupil’s progress for 5 subsequent days via
report card. This will be placed in the pupil’s file upon completion.
Pupils will be offered photocopies of any work they wish to take home.
Intervention Room
As schools become increasingly accountable for the social, mental and emotional
wellbeing, emotional learning and behaviour of their pupils, the head teacher,
governors and staff need to offer a wider range of strategies when dealing with
unwanted behaviours.
The Intervention Room is a supportive and structured area that uses various
strategies and programmes to reduce school exclusions, detentions and punitive
approaches to challenging behaviour. It emphasises emotional intelligence and
combines the psychological principle of cognitive behavioural interventions with a
humanistic motivational approach that embraces therapeutic communication skills.
HMI assert that the number one reason for permanently excluding a pupil is ‘non’
compliance, therefore, teaching pupils how to build relationships whilst we’re building
relationships is the key factor in engaging pupils with their learning and shifting their
locus of control from external to self-regulation.
The focus of The Intervention Room is to work with and support identified pupils in
order to develop their emotional intelligence and the necessary associated skills for
active learning to take place.
What will happen in the Intervention Room?
The Intervention Room will offer a range of specialist interventions to pupils at
Perryfields High School to address the Social, Emotional and Mental Health issues
impacting upon their behaviour in order to help the pupils’ move from ‘compliance’
through to ‘commitment’ and increasing pupils’ levels of self-regulation.
Showing the shift from external control to self-control
External Control Self –Control
31Modes of
Communication Advising Consulting Listening
Telling
Pupil’s Commitment
Compliance Co-operation Contribution
responsibility
This will be done through:
Assessing pupils’ strengths, difficulties and resiliency for levels of
intervention required.
Facilitating solution focussed mediation sessions between staff and pupils
to enhance learning relationships.
Devising Emotional, Social and Behavioural programmes to help our pupils
re-engage with their learning.
Working in collaboration with teams of staff across Perryfields High School.
32Role of Head of Inclusion
To ensure that all pupils’ who require additional provision can access the curriculum,
make expected levels of progress and remain engaged and challenged in their
learning irrelevant of need or difficulty. The Head of Inclusion will monitor half termly
the progress of all SEND pupils, highlighting the need for timed interventions or
instruct a change in provision to best meet the pupils needs. In addition work closely
with PAL/HOD’s and teaching staff, providing suitable training and sharing of
information for key pupils and SEND teaching groups to support achievement and
eliminate dis-engagement.
Inclusion Centre
Our Inclusion Centre is the home of specialist interventions targeted at pupils whom
have a known SEND or an identified need that has a sustained impact on their
curriculum progress and school attendance.
The Inclusion Centre aims to work closely with pupils, parents and professionals
within Perryfields High to increase the levels of engagement with school for pupils
who have;
a medical condition (chronic/acute),
an identified or suspected Social, Emotional or Mental Health difficulty, in line
with the SEND CoP
a known or suspected learning difficulty, in line with the SEND CoP
poor attendance/school refuser
The rationale to ensure pupils are valued, to have the opportunity to an enriched
learning environment and maintain a positive link with teaching staff and pupils whilst
access the center for timed intervention, thus precluding potential barriers to
education, learning and conflict within the classroom. Placements are often short
term with a planned re-integration into lessons or planned 1-1 and group
interventions to a specific targeted audience. Interventions are reviewed frequently
often working closely with outside agency recommendations.
Educational Visits
For departmental visits, attendance is at the discretion of the HOD. If there is a
concern about a pupil’s behaviour prior to a visit, parents should be notified as the
visit is being organised. This should also be taken into consideration for optional
activities.
33The Role of Parents
Every Parent in the school should sign the ‘Home School Agreement’, which seeks to
foster a closer relationship between Parents, Pupils and the School.
The agreement clearly sets out the expectations and responsibilities of Parents,
Pupils and the School. Parental support is of paramount importance when
striving to maintain high levels of Behaviour and Discipline.
External Agencies
The school continues to encourage close links with outside agencies. These
include:
Behaviour Support Team
Educational Psychologists
Counsellors
School Nurse
EWO
Police
Local Faith Organisations
CPS (Child Support Service)
Sandwell Advisory Services
LACE
Children’s Services
Mentors
KRUNCH
Other agencies are often involved when a Pastoral Support Programme or Personal
Education Planning meeting is set up.
Anti-Bullying Policy
The school takes bullying very seriously and will not tolerate it. Any incidents of
bullying are dealt with swiftly and appropriately. Please refer to policy on ‘Anti-
Bullying’.
Movement
Pupils are allowed in to school on arrival, and are invited to join the breakfast club.
Due to the narrow nature of the corridors, pupils should follow the one way system at
all times, and should move in a quiet and sensible manner. Pupils should be
extremely careful when the corridors are wet.
Pupils should also move in a sensible manner outside school and should not take
short cuts. Pupils in the Jubilee Block should be allowed out of lessons 2 and 5 a
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