TKASA Behaviour Addendum 2020 - THE PRIORY LEARNING TRUST
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THE PRIORY
LEARNING TRUST
TKASA
Behaviour Addendum
2020
TKASA Behaviour Addendum 2020 – 2021 1Policy Approved
Signed:
Name: John Bowman
Date:November 2020
Chair of Academy Council
Authorised
Signed: G E Webb
Name: Gail Webb Date: September 2020
Head of School Improvement
History of Policy Changes
Origin of
Change e.g.
Date Version Change TU request, Changed by
change in
legislation
September Academy VPs
1 New policy
2020 and AP
Date Policy Adopted September 2020
Review Cycle Annual
Review Date July 2021
TKASA Behaviour Addendum 2020 – 2021 2Contents
● Achievements
● Behaviour
● Pastoral Support Plans
● Exclusion Procedures
● Post Covid 19 Addendum
Achievements
We must take every opportunity to use the rewards system to create a positive classroom
environment for staff and students through the recognition of achievements.
Any achievement should be recognised and an entry made on a student’s Classcharts log.
These logs can be accessed by students and parents on a daily basis, through the
Classcharts app or website. Achievement postcards will be issued throughout the year.
Student of the week is issued weekly for all students to celebrate excellent contributions
to all aspects of school life, which is celebrated through weekly assemblies. At the end
of each term achievements are celebrated with the year group by the HOY in
assemblies; prizes and awards are issued during this time. In Year 11, students are
issued with a ‘Passport to the Prom'. Targets are set annually to ensure that students
understand that their behaviour choices will affect their Prom attendance.
Individual faculties and HOY can generate their own certificates.
Behaviour Consequences
Behaviour during lessons and social time, whilst travelling between lessons and within
the community is an essential part of any student's life at TKASA. We pride ourselves
on promoting positive behaviour choices during these times and students need to take
responsibility for their actions. Individuals who fail to follow these instructions will be
issued with a sanction linked to the nature of the incident. The Principal, Vice Principal,
Assistant Principal and Heads of Year will issue these in accordance with the
consequences detailed below.
Identifying and praising positive behaviours should be the starting point. However, if a
student is unable to respond in an appropriate manner, the following consequences
will be noted:
Sanction Procedure
Lessons
First Warning Name on board
Second warning; tick on board, enter P1 P1
on Classcharts
Third warning; tick on board, enter P2 on P2
Classcharts
TKASA Behaviour Addendum 2020 – 2021 3Fourth warning and parking, enter P3 on P3
Classcharts, contact home
Leadership Team/ HOY called and
student removed
Parking - student is placed in an
alternative classroom for the rest of the
lesson. This parking will trigger an
immediate after school one hour
detention that day (ASD). Parents are
contacted immediately and student
receives a reminder of the ASD at
2.45pm each day. Parking ASDs are
supervised by LT members daily.
Failure to arrive at the one hour ASD will
trigger a two hour ASD the following day.
Late Detentions Students late to school in the morning automatically
receive a 20 minute break time detention. Failure to
arrive at that detention will result in the student joining
the ASD that day. Parents receive communication
that day.
Homework Support Students who either do not complete their
Knowledge Organiser Homework or do not submit a
sufficient standard of homework are expected to
attend ‘Homework Support’ sessions at lunch time
that day, supervised by the VP. Tutors refer
students to homework support via class charts
when homework is checked in tutor period. Failure
to arrive at homework support will trigger the student
requiring to attend ASD that day.
If a student receives a P3, then this will be reflected in their attitude to learning score in
the next “Praising Stars" data window.
HOYs may wish to send home behaviour logs to parents and carers; this can be done
very easily via e mail. Keeping parents closely informed is crucial if poor behaviour is
to be modified.
A build-up of behaviour points will result in the following staged procedure:
● Contact from the tutor (email/phone contact)
● Contact from HOY
● Meeting with HOY to set expectations and to discuss support
● Potential meeting with SENDCO/R2L manager to discuss if support required
● Meeting with HOY and AP Pastoral
● Meeting with VP Conduct
● Meeting with Principal
During this staged process, sanctions may be implemented to address behaviour
concerns (ASDs, exclusions (internal and external FTE).
Support will also be offered through strategies such as HOY/PSO (Pastoral Support
Officers) mentoring, positive report cards, Return 2 Learn intervention, regular
positive parental meetings.
TKASA Behaviour Addendum 2020 – 2021 4If all support and sanctions fail to improve student behaviour one or all of the
following may happen -
● Referral to LA Partnership panel for behaviour improvement work
● Pre-arranged managed transfers to another school (Starting at the start of
each term)
● Permanent exclusion
Pastoral Support Plans (PSP)
PSPs are predominantly used by the SENDCO to assist in overarching support for
vulnerable students. These will be used in conjunction with IEPs (Individual Education
Plans), PHPs (Positive Handling Plans), EP (Educational Psychologist) involvement, EHCPs
(Education Health Care Plan), amongst other interventions.
All plans are regularly reviewed as part of the Plan-Do-Review process.
Pre-exclusion Procedures
Stage 1:
Student is identified as being at risk of exclusion which could be the result of accruing a
high number of negative points on their Classcharts log or for more serious incidents.
The Head of Year meets with and formally advises the parent that the child is to be
placed on Stage 1 of the behaviour procedure. A letter is sent home and the decision is
kept on the student’s file.
Stage 2:
If no improvement is seen after an agreed period of time, or if a student's behaviour
continues to deteriorate, a student can be placed onto Stage 2. The Head of Year and /
or appropriate member of Pastoral staff (Assistant Principal) meet formally with
parents/carers and advise them that the child is to be placed onto Stage 2.
Stage 3:
If a student fails to respond to a wide range of support or if a student is involved in a one
off very serious incident they may be placed onto Stage 3 of the behaviour procedures.
Often this will follow a period of external exclusion from school. Parents/carer and
student are invited to a formal meeting, chaired by the Vice Principal for Conduct, with
appropriate members of pastoral staff. A formal warning is given and the Vice Principal
informs the student and parent about the possibility of a permanent exclusion from
school if the student's behaviour does not improve.
Stage 4:
A student who reaches Stage 4 of the behaviour procedure is excluded from the school
pending an Academy Council hearing to consider making this decision permanent.
Review:
At each stage review dates are set and students can be moved down a stage of exclusion
following periods of good behaviour.
TKASA Behaviour Addendum 2020 – 2021 5Post Covid 19
Addendum
Changes applicable to behaviour management strategies post-covid and on return to school
in September 2020
Change 1
Internal exclusion room will be relocated to the main school hall to allow for social distancing.
Numbers in this room for internal exclusion and for after school detentions will be carefully
managed and the hall will be zoned according to year group ‘bubbles’.
Change 2
All ‘parking’ of students MUST happen within the year group block/bubble. Students MUST
not be parked in classes that are not within their teaching block.
Change 3
Homework Support (Lunch time) and Late detentions (Break time) will be moved to take
place in larger venues so social distancing can be achieved. This room is again likely to be
the Main Hall where desks will be spread out and within year group bubbles.
Change 4
It may be more appropriate for all parental pastoral meetings (such as HOY/AP/VP exclusion
meetings) take place over the phone or virtually to minimise the risk of visitors to the school.
Alternatively, all meetings must adhere to social distancing, preferably in larger meetings
rooms or classrooms. Rooms to be wiped down with sanitiser following meetings.
Additional info
All staff will be reminded of the expectations around behaviour management in class,
specifically an attention to managing social distancing in class for students and how to deal
with ignorance to those rules. Normal behaviour policy will apply in the classroom. Students
will be reminded of the school’s expectations on these rules and repercussions of not
adhering to them.
This will need to be balanced with managing the difficult return to school for all students who
will not necessarily have experienced strict boundaries and expectations for several months
during lockdown and no schooling.
Pastoral welfare staff will play a major role in ensuring students are supported if they are
struggling with adhering to rules and boundaries or are struggling emotionally being back at
school.
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