THE NEW SCHOOL BEHAVIOUR POLICY

 

 

1.0  Introduction

TCHA Board recognise that effective teaching and learning will only take place in an atmosphere where there is a clear understanding of what is and what is not acceptable behaviour. All members of the school community are asked, therefore, to play their part in ensuring that the rules and practices governing good behaviour set out in this document are adhered to. Therefore:

 

á          Good behaviour is taught and rewarded.

 

á          Problems are minimised or, better still, do not occur in the first place.

 

á          Where problems do occur, measures are in place to reduce their impact upon the smooth running of the school.

 

1.1  TCHA Board also acknowledge that the following key issues must be recognised if a whole-school approach to behaviour management is to be successful:

 

á        A clear understanding of the aims of the school is crucial in the implementation of a whole-school behaviour policy. Everyone must know where they are going - and why.

 

á        We can try to change behaviour, including bullying, by working together.

 

á        We should communicate fully with each other about all issues concerned with behaviour.

 

á        Parents/Carers as well as the Family, play a crucial part in supporting good behaviour in school. The school welcomes and values their support in setting high expectations.

 

á        Calm and controlled interventions can help to deal with inappropriate behaviour.  (PROACT uk – SCIP physical interventions are only used as a last resort and usually due to H&S needs.)

 

á        Consistency, fairness and appropriateness are crucial in the implementation of this policy. Rules, rewards and punishments should be stated clearly.

 

á        Rewards are a very effective way of promoting good behaviour.

 

á        Students are to be encouraged to take responsibility for their own conduct and to develop self-discipline at all times.

 

 

1.2 TCHA Board takes the view that, by adhering to the above principles, all members of the school community will be able to benefit from the maximum opportunity to pursue the schoolÕs aims as set out below:

 

á          We want everyone in our school to develop to their full potential.

á          We value qualities of self-esteem, confidence, satisfaction and enjoyment through effort and achievement.

á          We show a sense of responsibility for one another and for the school community as a whole.

2.0    Principles of Behaviour

As a school we have agreed on the following principles of behaviour. These apply to all members of our community. Our rules are all based on them.

á          Allow students to learn and teachers to teach.

á                      Respect the work of all members of the school community.

á                                   Respect peopleÕs safety, feelings and property.

á                                   Protect the school environment.

 

2.1   Rules

Our rules are designed to help us interpret the principles of behaviour set out above. For this reason we have tried to group them together and link them directly to each of the principles.

 

Allow students to learn and teachers to teach.

á                             Students should attend school and be punctual.

á                             Students must observe any special rules which apply to individual classrooms and to out of school visits.

á                             Students should use the correct equipment and clothing for lessons.

á                             Students should complete all work in session time and meet coursework deadlines.

á                             Use mobile phones at break times only

á                             Listen and follow any instructions/advice given

á                             Use the instructions/advice given to make more informed choices

á                             Better informed choices lead to consistent positive decision making

á                             Take responsibility for your words and actions; if necessary, take the opportunity to leave the room, calm down and return.

á                             Leave the room immediately, if asked and return the next day

á                             Being polite at all times

 

Respect the work of all members of the school community.

á          Respect yourself/each other/staff/equipment and your environment

á          Apologise, if you are in the wrong

á          No eating or drinking in the training rooms

á          No smoking/drugs/alcohol on site

á          No swearing/abuse of other students or staff members

á          Students must not intimidate others verbally or physically.

á          Students must report any incidents of intimidation.

á          Remember your manners at all times

 

Respect peopleÕs safety, feelings and property.

á                                           School equipment must be used safely and carefully and always returned.

á                                           Students should move calmly around the school buildings and allow free movement of others.

á                                           Fire equipment must never be tampered with.

á                                           Students should be aware of school evacuation procedures and follow them when necessary.

á                                           Knives, laser-pens and any other items which can cause physical injury are banned

 

 

N.B. It should be recognised that, as well as the above rules, behaviour which is not tolerated by society at large will not be tolerated in school.

 

2.2   Rewards and Punishments

Rewards should cover the broadest range of academic and non-academic achievements.

Punishments should be fair and consistently applied but flexible enough to take individual circumstances into account.

TCHA Board recognises that if rewards or sanctions are to be effective then they should:

 

á       Be consistent.

á       Be immediate.

á       Be appropriate.

á       Be manageable.

á       Focus upon the act and not the student.

 

Whenever possible and wherever appropriate staff will seek to praise and reward studentsÕ achievement. TCHA Board expects all staff to use the following strategies as widely as possible. They are simple, can be easily applied and are very effective:

 

á          Verbal praise to the student.

á          Sharing working whilst in session; display the work etc.

á          Positive feedback comments on students work.

á          Positive feedback comments on changes made to their behaviour.

á          Referral to Learning and Skills Co-ordinator.

á          Phone home.

 

 Monthly Individual reviews provide an ideal platform to discuss any issues the student may have and set targets/action points:

 

á          Update on last action points.

á          Health & Safety/Equality or Diversity issues.

á          General progress made.

á          Student/Tutor comments

á          Action Plan

 

The daily communication at the end of each session is used as data collection and sharing of observations with all staff; selecting/adapting strategies to aid students and their parents/carers to move forward to ultimately reach their goals.  It is also used as a staff well being session as it can be very stressful working with these very vulnerable students and their families. The Tutors will record the postitive learning and negative behaviour for each student per session; then share this with parents/carers on a regular basis.

 

2.3 Meeting with Parents/ Carers

Staff will encourage each student to reflect on their negative behaviour at the time it is actually happening.  If the student is unable to turn things around then additional help is sought by input from other staff.  If the behaviour is serious then the Tutor/Learning and Skills Co-ordinator will contact parents/carers for a meeting to discuss a suitable strategy to aid a change in behaviour. If the behaviour is deemed to be of a particularly serious nature, the student will not be allowed back on the programme before the meeting with parents/carers has taken place.

 

2.4 Individual Education Plan (IEP)

The IEP should follow any student on programme from their home school.  All reviews are usually led by the home school but hosted at TCHA.

2.5 Individual Behavioral Plan (IBP)

Used normally with students whose behaviour has given rise to such a level of concern that they are at serious risk of exclusion from their Home School.  Acceptable standards of behaviour/targets for improvement will be identified and regularly monitored and reviewed. A Pastoral Support Programme would involve regular, scheduled review meetings with parents and any other agencies involved with the student.

 

When students are referred not all have had a Pastoral Support Plan which includes aspects of IBP.  Information from the admissions meeting will help start to form an IBP and any Risk Assessments. 

 

           2.6 Approved Punishments and Sanctions.

The TCHA Board recognise that, in keeping with society at large, the school should have a set of   approved punishments and sanctions which can be used to respond to incidents of misbehaviour. This section aims to set out those punishments and sanctions which have the approval of TCHA Board which sets out appropriate lines of referral. In general, all staff has access to these sanctions and punishments with the following exceptions:

 

     Only the Learning and Skills Co-ordinator may exclude a student from The New School. Parents/Carers     

     are informed by letter and also usually by phone with a reintegration meeting with the Learning and

     Skills Co-ordinator/Deputy, student and parent /carers; where reintegration targets are set and signed;

     then shared with staff to act on. The Chair of TCHA Management Committee is also advised and notified 

           prior to the exclusion taking place.

 

2.7   Internal Exclusion

 Used for serious incidents of misbehaviour in the classroom or elsewhere. It is usually combined with other strategies such as contracts of behaviour and regular review meetings with parents. The normal duration of a period of internal exclusion would be between one and three days.  During this time students would be in isolation throughout the day (including break and lunch time) and supervised by staff and work for the student is set by each Tutor.

 

           2.8 Fixed-term Exclusions from School

Where a decision is taken to exclude a student it is invariably done on the grounds that the studentÕs behaviour constitutes such a serious challenge to the good order of the school that other punishments are not sufficient. All exclusions are put into effect strictly within the terms set out in current educational law. TCHA Board recognise that misdemeanorsÕ which can result in exclusion include:

 

á          Violence, whether expressed in actions or threats, towards other people on the premises;

á          Actions or words to a member of staff, or in the presence/hearing of a member of staff, which are judged to have the effect of seriously undermining their authority;

á          Offensive written material which is judged to have the effect of undermining the authority of a member of staff;

á          Persistent misbehaviour (e.g. refusal to comply with reasonable instructions) which effectively limits the opportunities for Òstudents to learn and teachers to teachÓ (ref page 2);

á          Bringing to school, or handling on behalf of others, items likely to endanger the safety of other people or to be injurious to the well-being of others; this includes weapons of all kinds and any dangerous substances, including alcohol, illegal drugs and solvents;

á          Attending school under the influence of alcohol, illegal drugs or solvents;

á          Acts of major and/or malicious damage;

á          Actions likely to cause significant disruption to the orderly running of the school;

á          Being in persistent or serious breach of a previously drawn-up contract of behaviour.

á          Smoking on site/front of school.

 

The law now requires that a full twenty-four hours notice be given to parents in writing – DfE Circular 10/99. Parents should be informed that their child has been given a detention, why it has been given and when, where and for how long it will take place. It is acceptable in law to inform parents by Ôany effective methodÕ, which includes Ôpupil postÕ, letter, telephone, fax or e-mail.

 

Most fixed term exlcusions are for 1 or 2 days depending on the circumstances of the incident and where that particular student is on their improvement of social acceptable programme – (the reasons why they were referred in the first place to where they need to be to be socially acceptable).

 

 

 

 

 

 

 

 

 

 

 

                             This policy was agreed and approved by The TCHA Board of Directors

             

                              on behalf of Tamworth Cornerstone Housing Association

 

                              was reviewedÉÉÉÉÉÉÉÉÉÉÉ.

                  

                              next review dueÉÉÉÉÉÉÉÉÉÉÉ.