Privacy Policy

Behaviour Policy

Leadership Group Responsibility:

Type of Policy:

Review Period:

Reviewed:

Next Review:

Head Teacher

Statutory

Every 1 years

September 2021

September 2022

Introduction:

All members of the Greenwich Engineering and Medical School community have a right to a safe and challenging learning environment. Mutual respect amongst all members of the school community lies at the heart of this policy. Greenwich Engineering and Medical School expects behaviour to be of a high standard throughout the school day, when travelling to and from school and whilst participating on trips and visits.

Good behaviour needs to be taught, modelled and rewarded. Poor or unacceptable behaviour needs to be sanctioned. Positive relationships between and with students are the key to good behaviour. Students learn best in an ordered environment. This is achieved when expectations of learning and behaviour are high and if an individual does not respond consequences are made explicit and applied consistently. The self-esteem of all students is enhanced by praise, reward and celebration.

This policy is based on recognition of the rights and responsibilities of all members of the school community, the importance of clear and consistent routines inside and outside the classroom which are always adhered to and create a culture of success.

o support effective teaching and learning; o encourage adherence to an agreed set of principles of behaviour for the whole school community o help members of the school community to distinguish between acceptable and unacceptable behaviour; o contribute to promoting mutual respect and tolerance in our multi-cultural and multi faith school community; o develop the inclusive nature of the School

❖ This policy document has been introduced following consultation with staff, students, and parents/carers
❖ The School will communicate the Behaviour Policy to all new and existing students through its expectations, code of conduct and website as well as in assemblies, tutorials and within the curriculum, where appropriate.
❖ The School will communicate the policy to all teaching and non-teaching staff by providing copies of the policy through the staff training program, electronically and through new staff induction
❖ The School will communicate its policy to parents and carers annually via the School Website or upon request.
❖ The Behaviour Policy will be reviewed regularly by the school community and continually revised and developed in response to identified needs.

Expectations of Students

To adhere to the Expectations for Learning by:

o arriving to lesson on time
o being fully equipped and ready to start work following staff instructions immediately
o showing co-operation and respect to others at all times
o meeting homework deadlines.

Students must also follow the existing codes of conduct on uniform, movement around school, behaviour during unstructured time and bullying

Expectations of Teaching Staff

o To provide opportunities for pupils to learn to the best of their ability by setting suitable learning challenges, removing barriers to learning, accepting diversity.
o To ensure a calm entry into the classroom by following the KS3 Entry Procedures.
o To check uniform at the start of Period 1.
o To provide an environment in which students can learn.
o To teach positive behaviour.
o To plan and prepare stimulating lessons.
o To teach respect by treating pupils with fairness and consistency.
o To register pupils in every lesson.
o To support the school’s Positive Behaviour Policy, in particular the “Praise and Penalty System”.
o To avoid shouting, confrontation, sarcasm and humiliation as a sanction.
o To avoid setting whole class detentions.

Expectations of Form Tutors

o To teach interpersonal skills by promoting positive, supportive relationships within the form.
o To monitor lateness, attendance and behaviour.
o To monitor pupil achievement.
o To do all possible to ensure correct uniform.
o To follow a weekly program of form activities.
o To encourage pupils to develop leadership roles during form time.
o To monitor pupil planners.
o To support the school’s Positive Behaviour Policy.
o To support and encourage all Inter House activities.

Expectations of Form Tutors

o To teach interpersonal skills by promoting positive, supportive relationships within the form.
o To monitor lateness, attendance and behaviour.
o To monitor pupil achievement.
o To do all possible to ensure correct uniform.
o To follow a weekly program of form activities.
o To encourage pupils to develop leadership roles during form time.
o To monitor pupil planners.
o To support the school’s Positive Behaviour Policy.
o To support and encourage all Inter House activities.

Expectations of the Leadership Team

o To support staff in managing pupil behaviour by ensuring that systems for managing and monitoring behaviour and attendance are consistently implemented.
o To ensure that INSET is provided for staff that develops the individual and supports school priorities.
o To ensure that the school regularly communicates with parents, carers and governors.
o To provide clear leadership and support for the school’s behaviour policy.
o To provide a visible and dependable support to staff throughout the day.
o To ensure a curriculum is in place, which motivates the potentially disaffected.

Expectations of Parents

o To ensure their child’s regular attendance and punctuality.
o To encourage their child to bring the right equipment and wear full school uniform.
o To co-operate with the school to ensure that their child follows the school’s Positive Behaviour Policy (Expectations for Learning) and the Code of Conduct.
o To keep the school aware of any circumstances which may affect their child’s learning and behaviour.
o To maintain regular contact with the school through attendance at Parents’ Meetings and as appropriate, through planners, letters, reports and telephone calls.

Acceptable and Unacceptable Behaviour:

This School defines acceptable behaviour as that which promotes courtesy, co-operation and consideration towards others by all members of the school community in terms of relationships between students, between students and teachers or other school staff or between students and visitors or other persons within the school premises or outside.

The School identifies name calling, verbal abuse, anti-social behaviour, vandalism, threatening language or behaviour, extremism, intimidation, physical abuse, bullying and harassment (including racist, sexist and homophobic abuse) as examples of unacceptable behaviour. The School also includes any behaviour that disrupts or hinders learning taking place in the classroom or beyond as unacceptable.

The School communicates regularly the standards of acceptable and unacceptable behaviour to students, parents and carers through newsletters, individual letters, assembly, tutorial and Learning for Life lessons.

The School communicates the standards of acceptable and unacceptable behaviour to staff through the Staff Training Program.

Standard Operating Procedures for Classroom Management

All staff are expected to manage behaviour well. The School operates a system of standard operating procedures which aims to maintain good order and discipline to enable effective learning to take place. These are communicated through formal staff training and the staff planner. Behaviour is monitored in lessons by:

o Analysis of recorded behaviour related incidents
o Lesson Observations and Learning Walks, including drop-ins
o Duty staff and High-Profile staff patrolling the School
o Student surveys and student forums and via the School Council.

Students’ conduct outside the school gates

Teachers have a statutory power to discipline students for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives the Headteacher a specific statutory power to regulate students’ behaviour in these circumstances “to such extent as is reasonable.”

In response to all non-criminal poor behaviour and bullying which occurs anywhere of the School premises and which is witnessed by a member of staff or reported to the School, the School will sanction the behaviour accordingly. This includes any misbehaviour when the student is:

o taking part in any school-organised or school-related activity;
o travelling to or from school;
o wearing the school uniform;
o in some other way identifiable as a student of the school;
o misbehaviour at any time, whether or not the conditions above apply, that:

▪ could have repercussions for the orderly running of the school;
▪ poses a threat to another student or member of the public;
▪ could adversely affect the reputation of the school.

In response to criminal behaviour the School will report this to the police or if it is brought to the School’s attention by the police fully cooperate with them.

Recognition and Rewards

The School will promote good and improved behaviour by students through a rewards system that is consistent and meaningful to students.

Reward system consists of the use of star awards for progress and attendance. Gift certificates for best progress, celebration of success evening, rewards trips and letters home based on data collection. This is due to be reviewed with students and staff in September 2019

In addition all teachers are expected to provide, where appropriate

o Praise
o Positive verbal feedback

The following is a list of other ways we celebrate and reward success

o Displaying students’ work both in school and on the School Website
o Positive letters/postcards home to parents/carers
o Positions of responsibility including Prefects, School Council, Peer Mentors

The School will monitor the use of rewards to ensure that they operate with due regard to equal opportunities and anti-discrimination.

Early Intervention

o The School recognises the importance of early intervention and preventative work in its positive reinforcement approach to behaviour management.
o The School will take steps to encourage young people to take responsibility for their own behaviour and help them to recognise the consequences of inappropriate behaviour.
o The School will provide training for staff in order to promote positive and consistent behaviour standards within the School.
o Parents and Carers will be contacted promptly to notify them of any serious incidents of misbehaviour in which their child has been involved.
o The School will take steps to identify students who may benefit from early intervention through the effective management of transition points at all Key Stages.

Behaviour Support

The School will regularly review the support available to those individual students identified as being at risk of disaffection or exclusion. This will include:

o Mentoring - The School employs Learning Mentors who can work on a 1-2-1 basis with individual students or work with small groups.
o Teaching strategies - The Leadership team will devise strategies for staff in order to make reasonable adjustments for students should their behaviour be the result of a Learning Difficulty, Disability or Medical Condition.
o Planned “Time Out” - Students who experience difficulty with impulsive behaviour can be offered a Time Out card where they will leave the lesson for a short period of time and visit a designated space in ELSA.
o Acceptable Behaviour Contract (ABC) - An ABC is used for a period of four weeks when a student returns from a fixed period of exclusion or Internal Exclusion. It outlines what the student has agreed to do in order to make positive choices.
o Individual Behaviour Plan (IBP) – An IBP is used for those students who struggle with their behaviour. It will identify targets for the student to improve and outline the strategies and support that is being provided for the them.
o Learning Support Centre planned interventions - This could mean a short term intervention delivered by external agencies or a Learning mentor.
o Personalised timetable - Set up for individuals to support learning or behavioural needs.
o Referral to and working with external agencies - The School has excellent partnerships with, Educational Psychology, Youth Service, SEBDOS, Lawyers for School and YOT. The School will refer students if our own strategies have not impacted on a student’s behaviour choices.

Sanctions

Children will not always behave in the way we may wish and we will then implement sanctions, which are two-fold:

o to reprimand
o to get pupils to reflect on their inappropriate behaviour and learn strategies to avoid such behaviour in the future.

The following grid acts as a guideline to staff as to how to deal with incidents. It is for guidance rather than prescription. The grid works on a 5-stage model with escalating sanctions. This allows a stepped approach to match the seriousness of the incident with the sanction applied.

Stage

Example of incident

Consequences

Stage 1 Lateness
Forgotten equipment
Incessant chatter
Talking over the teacher
Not adhering to seating plan
Disturbing others
Calling out
1 Penalty Marks
(1st verbal warning)
Stage 2 Lateness
Second failure to meet learning expectations at Stage 1
No homework
2 Penalty Marks
(2nd verbal warning)
Stage 3 3 Penalty marks issued
Ignoring staff instructions
Refusal to work
Refusal to follow requests
3 Penalty Marks
Teacher Detention issued. (20 minutes)
Stage 4 Failure to attend 2 teacher detentions
Accrued more than 2 teacher detentions for same issue
Persistent attitude problems
Constant lack of work
DEPARTMENTAL DETENTION (40minutes)
Held centrally by HOD or
class teacher, with central record of pupils attending Parents informed of the detention via text or phon call home.
Stage 5 Abusive language (to peers or staff)
Racist, sexist or homophobic comments Vandalism Physical aggression to peers or staff
Persistent refusal to follow a reasonable instruction/defiance
Referral to Pastoral Team/SMT
Monitoring Report
1 hour detention
Internal Isolation
Meeting with parents
Exclusion

Detention

Members of staff who have the right to hand out detentions include teachers who work at the School and in addition any other person who has the authority of the Headteacher, these include cover supervisors, learning mentors, supply teaching staff, teaching assistants and staff on duty at break and lunchtime.

Detention may only be given to students under the age of 18. Those aged over 18 are requested to remain after school at their own choice.

Since September 2011 parental consent is not required for any detentions. There is no longer a requirement to give parents 24 hours' notice of a detention. Teachers have a legal power to put students aged under 18 in detention, this includes detention outside of school hours.

The use of force or restraint in order to control students

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:

o committing an offence;
o causing personal injury to, or damage to the property of, any person (including themselves);
o prejudicing the maintenance of good order and discipline at the school or among students receiving education at the school, whether during a teaching session or otherwise.

The staff to which this power applies is any teacher who works at the school and any other person whom the Headteacher has authorised to have control or charge of students.

There is no legal definition of reasonable force. However, nothing in the law concerning the use of reasonable force legitimises corporal punishment.

Greenwich Engineering and Medical School expects staff to always try and diffuse a situation without physical intervention. We also do not expect staff to put themselves at risk. However, should the need arise the member of staff available must use their judgement on whether to intervene. There is a power, not a duty, to use force so members of staff have discretion whether or not to use it. However, teachers and other school staff have a duty of care towards their students and it might be argued that failing to take action (including a failure to use reasonable force) may breach that duty.

The term ‘reasonable force’ covers the broad range of actions used by teachers at some point in their career that involve a degree of physical contact with students. Force is usually used either to control or restrain. This can range from guiding a student to safety by the arm through to more extreme circumstances such as breaking up a fight or restraining a student to prevent violence or injury.

The judgement on whether to use force with students with SEN or disabilities should not only depend on the circumstances of the case but also on information and understanding of the needs of the student concerned.

Schools do not require parental consent to use force on a student.

Headteachers and authorised school 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 and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.

If physical intervention/restraint is used in any manner it must clearly be written and recorded on a referral form for negative behaviour and processed/followed up in the normal way with the addition that the designated Child Protection Officer must be notified. The student, restraint is used on, must also be given the opportunity to be examined, should they wish, by the School’s Medical Staff and/or Child Protection Officer.

The Right to Search Students

Schools’ obligations under the European Convention on Human Rights (ECHR).

o Under article 8 of the European Convention on Human Rights students have a right to respect for their private life. In the context of these particular powers, this means that students have the right to expect a reasonable level of personal privacy.
o The right under Article 8 is not absolute, it can be interfered with but any interference with this right by a school (or any public body) must be justified and proportionate. The powers to search in the Education Act 1996 are compatible with Article 8.

School staff can search a student for any item if the student agrees.

Formal written consent from the student is not required, it is enough for the teacher to ask the student to turn out his or her pockets or if the teacher can look in the student’s bag or locker and for the student to agree.

The Headteacher and staff authorised by them have a statutory power to search students or their possessions, without consent, where they have reasonable grounds for suspecting that the student may have a prohibited item. Prohibited items are:

o knives or weapons
o alcohol
o illegal drugs
o stolen items
o tobacco and cigarette papers including Shisha pens
o fireworks
o pornographic images including contents of ipads and phones
o any article that the member of staff reasonably suspects has been, or is likely to be, used

▪ to commit an offence,
▪ to cause personal injury to, or damage to the property of, any person (including the pupil)
▪ the Headteacher and authorised staff can also search for any item banned by the school rules which has been identified in the rules as an item which may be searched for.

All members of staff can search if they believe there is an immediate risk that serious harm will be caused to a person if the search is not conducted immediately and where it is not reasonably practicable to summon another member of staff.

Teachers can only undertake a search without consent if they have reasonable grounds for suspecting that a student may have in his or her possession a prohibited item. The teacher must decide in each particular case what constitutes reasonable grounds for suspicion. For example, they may have heard other students talking about the item or they might notice a student behaving in a way that causes them to be suspicious.

A member of staff conducting a search must be the same sex as the student being searched; and there must be a witness (also a staff member) and, if at all possible, they should be the same sex as the student being searched. There is a limited exception to this rule. You can carry out a search of a student of the opposite sex to you and without a witness present, but only where you reasonably believe that there is a risk that serious harm will be caused to a person if you do not conduct the search immediately and where it is not reasonably practicable to summon another member of staff.

The search must take place in a suitably private area and never in front of another student, unless a group of students (the same sex) are being search and it is with their consent.

The person conducting the search may not require the student to remove any clothing other than outer clothing. ‘Outer clothing’ means clothing that is not worn immediately over a garment that is being worn as underwear but ‘outer clothing’ includes hats, blazers, shoes, coats, jumpers, boots, gloves and scarves.

The power to search, without consent, enables a personal search, involving removal of outer clothing and searching of pockets; but not an intimate search going further than that, which only a person with more extensive powers (e.g. a police officer) can do. Should a search not reveal anything and the member of staff remains certain that a student may still have in their possession illegal items or something they believe could be used as a weapon then the police must be called.

Any search of a student must be recorded on an incident form and processed in the normal manner. In addition should any member of staff conduct a search without consent the member of the Senior Leadership Team responsible for behaviour must be informed. Searches must be recorded even if nothing is found.

Searches without consent can only be carried out on the school premises or, if elsewhere, where the member of staff has lawful control or charge of the student, for example on school trips. The powers only apply in England. Therefore a member of staff conducting a search without consent, whilst on school trip in Wales, would be acting unlawfully.

Screening

Schools can require students to undergo screening by a walk-through or hand-held metal detector (arch or wand) even if they do not suspect them of having a weapon and without the consent of the students.

As a rule any student that is searched, with or without consent, by the Headteacher or Deputy Headteacher responsible for behaviour, will also be screened by use of a hand held wand.

Any member of school staff can screen students.

If a student refuses to be screened, the school may refuse to have the student on the premises. Health and safety legislation requires a school to be managed in a way which does not expose students or staff to risks to their health and safety and this would include making reasonable rules as a condition of admittance.

If a student fails to comply, and the school does not let the student in, the school has not excluded the student and the student’s absence should be treated as unauthorized.

This type of screening, without physical contact, is not subject to the same conditions as apply to the powers to search without consent.

Confiscation

Staff can seize any prohibited item found as a result of a search. They can also seize any item, however found, which they consider harmful or detrimental to school discipline.

If the following items are found they must be given to the Headteacher or Deputy Headteacher and the police will be contacted to collect the item and if necessary arrest the student:

o Knifes
o Guns, genuine or imitation
o Any object thought to be a weapon
o Illegal substances of any class
o Stolen items (unless they are stolen in school and the decision is made to return them to their owner and the School follows its own disciplinary procedures)
o Pornographic images where the possession constitutes a specified offence (i.e. it is extreme or child pornography) in which case it must be delivered to the police.

If the following items are found a member of the Senior Leadership team should be consulted in order to arrange for their disposal.

o Alcohol
o Cigarettes, tobacco and papers, Shisha pens
o Fireworks
o Laser Pens
o Other substances which are not believed to be controlled drugs, (e.g. legal highs)

If the following items are confiscated because they are against the School rules they should be placed in the Main School Office for parental collection, they should be clearly labelled with the students name and who confiscated it and when.

o Mobile Phones & Ipads (If inappropriately used)
o Any other item which though not dangerous or illegal would be better collected by a parent rather than returned to the student. Large sums of money or expensive
o jewellery could fall into this category where the teacher deems there is a real risk of a student being robbed or assaulted for such items.

Many other items may be confiscated from students, normally because it is either against uniform requirements or it has disrupted or has the potential to disrupt learning or health and safety. Examples could include inappropriate clothing, food being consumed during a lesson or high caffeine content energy drinks. These items can be returned to a student at the end of the lesson or day (whichever is more appropriate).

Internal Exclusion

A letter will be sent home on the day informing parents of internal exclusion and a phone call must be made home.

Students that are Internally Excluded must report at 9.30am and wait at main reception to be collected. They will follow a specified day with time set aside for collecting/eating lunch or toilet breaks

3.30 – 4.00 Reflection
11.00– 11.30 Independent Silent Learning
11.00– 11.30 Community Service
11.30 – 1.30 Independent Silent Learning
1.30- 2.00 Community Service
2.00 – 3.00 Independent Silent Learning
3.00 - 3.30 Activity/task related to their behaviour

Any misbehaviour/refusal/defiance whilst internally excluded will automatically lead to Fixed Term Exclusion.

Parents will be called for a reintegration meeting before the student can return to normal lessons. The meeting will be with the Leader of Year. A record of this meeting should be taken.

An ABC will be completed and monitored by the Leader of year and tailored behaviour interventions put in place to enable the student to move forward positively.

The record of the meeting together with a copy of the ABC should be sent to the parents concerned.

Staff who normally teach a student who is internally excluded must provide suitable learning for the student.

Fixed Term Exclusion

The School will use exclusion (fixed term or permanent) if a student has seriously broken school rules, internal exclusion has had limited impact or allowing them to stay in school would seriously harm their education or welfare, or the education and welfare of other students.

Only the Headteacher or Acting Headteacher can make the decision to exclude. In his or her absence only the Deputy Headteacher(s) can make this decision.

Before deciding to exclude a student the Headteacher will:

o ensure that an appropriate investigation has been conducted;
o ensure that all the relevant evidence has been considered;
o give the student an opportunity to be heard; (this is particularly important if an exclusion could lead to a safeguarding concern)
o consult other relevant people if necessary.

Having considered these matters the Headteacher will make a decision based normally on the balance of probability, having regard to any current guidance from the DfE.

Before deciding to exclude the Headteacher will additionally consult the SENCO should the student have a Statement of Special Educational Needs.

Before deciding to exclude the Headteacher will additionally consult the Designated Child Protection Officer should a student be on the Child Protection Register.

Before deciding to exclude the Headteacher will additionally consult the Designated Teacher for Looked After Children should a child be in public care or living independently

The School will make appropriate educational arrangements for a student on their 6th day of Fixed Term Exclusion. For exclusion lasting 1 – 5 days Leader of Year will ensure learning is provided. During a fixed term exclusion parents must ensure their child is not found in a public place during school hours and to attend a reintegration interview with the School at the end of a fixed period exclusion.

The School will notify parents/carers of the decision to exclude by telephone on the day of exclusion. The reason for and length of exclusion will be outlined. This will be followed by a letter which also outlines how a parent/carer can complain or challenge the decision should they wish.

A readmission meeting will occur before the student attends school again. A parent/carer must be in attendance. The readmission meeting must always be conducted by a member of the SLT with the appropriate Leader of Year in attendance. The purpose of the readmission meeting is for the student to reflect on the behaviour which led to exclusion and how they will ensure that is does not happen again. Staff at the readmission should set up strategies in order to aid the student make positive choices. A readmission meeting form and an ABC must be completed, copies of which will then be required to be sent home.

Exclusion will be inappropriate in cases of:

o minor breaches of discipline
o poor academic performance
o truancy or lateness
o pregnancy
o non-compliance with uniform regulations, except where this amounts to a defiance
o in response to the unacceptable behaviour/attitude/conduct of a student’s parents

The maximum length of time a student can be given fixed term exclusion for is 45 school days. This can be in one period or for shorter spells of time. However, no student can be excluded for more than 45 school days in any one academic year.

Removing students from the School for disciplinary reasons without following formal exclusions procedures is illegal and referred to as unofficial exclusion.

Unofficial exclusions are:

o The Headteacher or other school staff sending students home for disciplinary reasons, but not following the procedures required for formal exclusion.
o Student being sent home for either short periods of time, or for longer, indefinite, periods which can sometimes result in the students not returning to school at all.
o Where a critical situation has occurred during the school day and a student has been sent home to ‘cool off’.
o Following a fixed period of exclusion, a student remains out of school awaiting a reintegration interview which may be indefinitely delayed, by the school, and the student does not return to school.
o Parents being advised that if their student returns to school after the fixed period exclusion ends, the child will be permanently excluded.
o Parents being strongly encouraged to home educate even though they may not be aware of the responsibilities involved.
o Disruptive students being asked to stay out of school for particular reasons, for instance, for the duration of an Ofsted inspection.
o Students placed on study leave as a disciplinary measure.

Behaviour and attendance are monitored by the Deputy Headteacher responsible for behaviour. If a member of staff is found to have used unofficial exclusion it can result in disciplinary action, as this may result in a breach of a student’s right to be educated.

Permanent Exclusion (including Managed Transfer)

A decision to exclude a student permanently, as befitting its gravity, will only be taken as a last resort when a wide range of strategies for dealing with disciplinary offences has been attempted but to no avail, or if an exceptional ‘one-off’ offence has been committed, such as:

o Serious violence, actual or threatened, against a student or member of staff
o Sexual abuse or assault
o Supplying an illegal drug
o Carrying an offensive weapon
o Or any other one-off offence considered by the Headteacher to be exceptionally serious

Parents have the right to make representations to the governing body (or discipline committee) about exclusion and the governing body must review the exclusion decision in certain circumstances, which include all permanent exclusions. Where a governing body upholds a permanent exclusion parents have the right to appeal the decision to an independent appeal panel.

Schools are under a duty to provide suitable full-time education for an excluded student from the sixth school day of any fixed period exclusion of more than five consecutive school days. Local authorities are under a duty to provide suitable full-time education from the sixth school day of a permanent exclusion.

The Headteacher, at his/her discretion, may offer a parent a ‘Managed Transfer’ instead of a permanent exclusion should the protocol be in existence. This will only be offered once, parents cannot negotiate this process. Acceptance of a Managed Transfer means that a parent will not dispute the original reason for exclusion and cannot change their mind once a new school has been allocated.

Students will attend the new school on a trial basis and should the receiving school fail the student in this trial they will automatically be returned to Greenwich Engineering and Medical School where a Permanent Exclusion will formally take place.

Students with Disabilities

The School aims to ensure that students with disabilities are not treated less favourably than other students and will endeavour to ensure that no exclusion of such a student has been caused directly or indirectly by the student’s disability or special educational need. Any exclusion of a student with a disability will be closely monitored. The School has the legal responsibility to make reasonable adjustments in such cases.

Students with Disabilities

The School aims to ensure that students with disabilities are not treated less favourably than other students and will endeavour to ensure that no exclusion of such a student has been caused directly or indirectly by the student’s disability or special educational need. Any exclusion of a student with a disability will be closely monitored. The School has the legal responsibility to make reasonable adjustments in such cases.

Managing allegations from students against staff.

If an allegation is made against a member of staff the quick resolution of that allegation should be a clear priority to the benefit of all concerned. At any stage of consideration or investigation, all unnecessary delays should be eradicated.

In response to an allegation staff suspension should not be the default option. An individual should only be suspended if there is no reasonable alternative. If suspension is deemed appropriate, the reasons and justification should be recorded by the school and the individual notified of the reasons

Allegations that are found to have been malicious should be removed from personnel records and any that are not substantiated, are unfounded or malicious should not be referred to in references.

Students that are found to have made malicious allegations will be dealt with seriously. In line with DfE guidance the School will consider Fixed Term or Permanent Exclusion (as well as referral to the police if there are grounds for believing a criminal offence may have been committed).

Reviewing Effectiveness

The School advises all staff of the need for timeliness, accuracy and completeness in the recording of behaviour management incidents and will advise staff on the correct procedures for recording statements.

The School monitors behaviour incidents in order to identify issues and trends and will evaluate its policy against key improvement objectives which will include:

o General behaviour patterns across the School and within Departments and Year Groups
o Balance in the use of rewards and sanctions
o Behaviour management trends over time
o Effectiveness of the policy in encouraging positive behaviours

The School provides details of issues and trends to the staff and the Governing Body as a basis for effective future decision-making.

Equal Opportunities

In making and implementing this policy account must be taken of the School’s Equal Opportunity Policies.

Appendix one

Standard Operating Procedures and Classroom Management

1. Staff and students should be punctual to the lesson in order to maximise time for teaching and learning. This is particularly important after break and lunch-time.
2. Entry into the classroom should be supervised and orderly with students being greeted at the door and uniform infringements dealt with prior to their admission or at a discreet moment in the lesson so as not to distract from learning for the majority.
3. Students should sit according to the teacher’s seating plan.
4. All students should remove their outdoor clothing and bags should be placed safely out of the way.
5. Student planners and all equipment should be placed on the desk in front of the student, in preparation for the lesson ahead.
6. A firm but friendly atmosphere is maintained in the classroom.
7. Learning should be planned appropriately with appropriate resources and support materials available
in order for all students to achieve. Where a Teaching Assistant or other adult is working in a lesson, their role must have been planned for.
8. Instructions for homework and its differentiation must be written on the board and sufficient time given to students to record this in their diaries along with the deadline for submission.
9. Rewards and sanctions, where appropriate, must be applied consistently and fairly.
10. Teachers will note those students who are not equipped for the lesson or who do not hand in homework of the expected high quality, or on time and will communicate this through Student Planners. Tutors, Parents and Carers will then pick this up and be able to support the student in their organisational skills.

Students out of lessons

Students should only be allowed to leave a lesson in exceptional circumstances, such as when in need of First Aid. Teachers must give students an out of class pass if they leave the room. Students should not be left outside of a classroom unsupervised. Requesting that a student stands outside for a few minutes to reflect on their behaviour is acceptable, however, a teacher would be neglecting their duty of care to allow this for a sustained period of time.

End of lessons

Students should be asked to pack away and stand quietly behind their chairs to await an orderly dismissal, when the room is tidy and uniform has again been checked.

Around School

All staff are corridor teachers and as such are responsible for challenging poor behaviour choices around the School. Staff should be aware of and note any problems around the site. They should encourage students to move quickly and quietly in corridors by reminding them of the need to be orderly. Teachers should be in the corridor, outside the classroom at the change of lesson, wherever possible, supervising students generally and awaiting the arrival of their group.

Uniform

All staff should ensure that students are in the correct school uniform at the beginning and end of every lesson.

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