BEHAVIOUR POLICY
BEHAVIOUR POLICY 2006
CANNOCK CHASE HIGH SCHOOL BEHAVIOUR POLICY The Principles •
The Governing Body believes that in order to enable teaching and learning to take place, desired behaviour in all aspects of school life is necessary. It seeks to create an inclusive caring, learning environment in the school by:
promoting desired behaviour and discipline; promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect; ensuring equality and fairness of treatment for all; encouraging consistency of response to both positive and negative behaviour; promoting early intervention; providing a safe environment; free from disruption, violence, bullying and any form of harassment; encouraging a positive relationship with parents and carers to develop a shared approach which involves them in the implementation of the school’s policy and associated procedures; promoting a culture of praise and encouragement in which all students can achieve.
Roles and Responsibilities •
The Governing Body will establish, in consultation with the Headteacher, staff and parents, a policy for the promotion of desired behaviour and keep it under review. It will ensure that this is communicated to students and parents, is non-discriminatory and the expectations are clear. Governors will support the school in maintaining high standards of desired behaviour of students and staff.
•
The Headteacher will be responsible for the implementation and day-to-day management of the policy and procedures.
•
Staff, including teachers, support staff and volunteers, will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied. Mutual support amongst all staff in the implementation of the policy is essential. Staff have a key role in advising the Headteacher on the effectiveness of the policy and procedures. They also have responsibility, with the support of the Headteacher, for creating a high quality learning environment, teaching positive behaviour for learning and implementing the agreed policy and procedures consistently.
•
The Governing Body, Headteacher and staff will ensure there is no differential application of the policy and procedures on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. They will also 1
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ensure that the concerns of students are listened to, and appropriately addressed. •
Parents and carers will be expected, encouraged and supported to take responsibility for the behaviour of the child both inside and outside the school. The school will encourage parents to work in partnership with the school to assist it in maintaining high standards of desired behaviour and will be actively encouraged to raise with the school any issues arising from the operation of the policy.
•
Students are expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedure and expectations. Students will also be encouraged to take responsibility for their social and learning environment making it both safe and enjoyable by reporting all undesirable behaviour.
Procedures •
The procedures arising from this policy will be developed by the Headteacher in consultation with the staff. The procedures will make clear to the students how acceptable standards of behaviour can be achieved and will have a clear rationale which is made explicit to staff, students and parents. The procedures will be monitored by the Headteacher via the Head of Guidance, to ensure they are consistently and fairly applied, and promote the idea of personal responsibility and that every member of the school has a responsibility towards the whole community.
Rewards •
A school ethos of encouragement is central to the promotion of desirable behaviour. Rewards are an integral means of achieving this. They have a motivational role in helping students to realise that desirable behaviour, self awareness and responsibility to self and others is valued, and are clearly defined in the procedures. Integral to the system of rewards is an emphasis on praise both informal and formal to individuals and groups. Alongside this is informing parents regularly on their child’s desired behaviour.
Sanctions •
Sanctions are needed to respond to undesirable behaviour. However, prior to any sanction being issued all solution focussed strategies (see toolkit) will have been actioned.
•
A range of sanctions is clearly defined in the toolkit and their use will be characterised by clarifying why the sanction is being applied and what changes in behaviour are required to avoid future sanctions. The procedures make a clear distinction between the sanctions applied for minor and major offences.
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Training •
The Governing Body will ensure that appropriate high quality training on all aspects of behaviour management is provided to support the implementation of the policy.
Inter-relationship with other school policies •
In order for the behaviour policy to be effective, a clear relationship with other school policies, particularly equal opportunities, special educational needs and anti-bullying, will be established.
Involvement of outside agencies •
The school works positively with external agencies. It seeks appropriate support from them to ensure that the needs of all students are met by utilising the range of external support available.
•
Students needing support from external agencies are identified through the SENCO and will be at SA+. However, if necessary a student may move immediately to that stage to access support.
Review •
The Headteacher will establish a focus group to include staff, students and parents, whose responsibility will be to monitor and review the Behaviour Policy. They will report to the Governing Body on the policies, effectiveness, fairness and consistency.
•
The Governing Body will regularly review this policy and associated procedures, to ensure its continuing appropriateness and effectiveness. The review will take place in consultation with the Headteacher, staff and parents.
•
The outcome of the review and changes to policy, resolutions and solutions will be communicated to all those involved and incorporated into an amended Behaviour Policy.
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PROMOTING GOOD STUDENT BEHAVIOUR • • • • • • •
•
Staff will praise students when they see good behaviour Staff will tell students clearly what is expected of them Students will remember what is asked of them Rules are consistent, fair, and will be kept Rules will be regularly reviewed with staff and students Responsibilities and expectations will be matched to individuals and their development Staff will regularly inform a students parents of exemplary behaviour as well as achievement (letter of commendation, praise postcards, parents evening, or informally via a note in the students organiser or phone-call) When students have worked hard to support others, in or out of school, they will be commended – exemplary acts will be commended in year group assemblies
REWARDS Good behaviour should be consistently rewarded. • • • • • • • •
Staff will praise a student/class immediately upon their good behaviour and say why they are pleased Staff will regularly inform each other, (positive info forms, praise boards, phone messages), and the students parents of praiseworthy actions Staff may give privileges to students who behave consistently well, and to those otherwise who have made a special effort to do so All staff will use positive info forms and merit marks Where possible students to be involved in determining who is rewarded (e.g. tutee of the week) When appropriate staff will reward a whole group for their co-operative support of individuals or each other, for good behaviour or achievement Exemplary behaviour or achievement will be commended by staff using positive info forms and/or merit marks The greatest commendation is the Head teachers Commendation to be presented by the Head teacher in assemblies
UNACCEPTABLE BEHAVIOUR Students will always be given a chance to consider their behaviour. They will be encouraged and helped to make apologies to other students or staff they may have offended; show they can keep to the school rules; or make suitable reparation.
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PROMOTING DESIRED BEHAVIOUR Undesired Behaviour
CLASS LEADER
Information form to HOD
Class leader uses solution focused strategies available in toolkit: • Tactical ignoring; • Verbal encouragement to assist in return to task; • Positive modelling; • Redirection; • Verbal warnings, move student in class, time out, detention.
Additional Support HEAD OF DEPARTMENT
Student’s Tutor Informed
Head of Department uses solution focused strategies available in toolkit: • Gather information from member of staff; • Gather information from student; • Set up meeting between student and teacher; • Liaise with other staff about “what works”; • Take appropriate action, eg home contact, report, detention, group change.
Additional Support HEAD OF YEAR
Student’s Tutor Informed
Head of Year uses solution focused strategies available in toolkit: • Collate and review all information on student; • Meet with student, class teacher, HOD, parents as appropriate; • Explore all support available eg SEN, social inclusion, consulting external agencies, monitoring.
Final Consequence
ASSISTANT HEADTEACHER, GUIDANCE
Review all information and strategies offered; Recommendations made to HOY, Headteacher and Governors’ Disciplinary Committee.
• •
All staff must follow procedure consistently and fulfil their individual role for it to work successfully.
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POSITIVE INFORMATION FORM
Name: _____________________________ Tutor Group: __________ Date: _______________________
Issuing Teacher: ____________
Reason: _____________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Please send to tutor.
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INFORMATION FORM Date: ___________ Name: ________________________________ TG: _______ Subject: __________________________ Teacher’s Name: __________________ Reason: Lateness Low Level Disruption Failure to complete work Failure to follow instructions Rudeness Lack of Equipment No Homework
Additional Information:
Other HOD recorded Tutor Seen Passed to HOY Detention set for
Date: ________________________ Time: _______________
Details of Incident:
Strategies used:
Situation resolved Referral to HOD and Strategies used:
Situation resolved Referral to HOY for Information only Referral to HOY for further action:
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INFORMATION FORM PROCEDURE Classroom Teacher •
Information Form is written as the result of an incident in your teaching room. You will have already tried to address the situation in your room before referring the student. Occasionally there are incidents which require immediate action because of their serious nature, using the emergency rota. Information Form may also be written for incidents occurring outside the classroom at break or lunchtime.
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Please ensure you complete your Information Form as soon as possible and before the end of the working day. Remember it is a public document.
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Ensure that the basic information on the top of the Information Form is completed and accurate and please print your name legibly.
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The information must be given to the Head of Department.
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The course of action and strategies used will be written up on the Information Form.
Head of Department •
All info forms must go via HOD.
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Where class teacher has taken appropriate action, HOD should sign form and pass on immediately. HOD should keep a record (a tick box would suffice) to show how many info forms received on each student and from which member of staff.
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Where information form requires action by HOD this must be taken asap and recorded on info form before passing onto HOY.
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When HOD has had to take action on 2 info forms or received 3 with situation resolved on the same student the HOD must contact parents, a written record to be kept and passed onto HOY, and HOD must initiate and lead in a meeting between teacher and student to plan way forward.
•
Where one off incident requires intervention by HOY, HOD must ensure info form is despatched asap so that appropriate action can be taken.
Head of Year •
All info forms must go via HOD to HOY.
•
Where HOD has taken appropriate action, HOY should sign form and file. HOY should keep a record to show how many info forms received on each student and from which member of staff and department.
•
Where information form requires action by HOY this must be taken asap and recorded on info form. 8
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LEVELS OF BEHAVIOUR 1
2
3
Classroom Teacher
Head of Department
Head of Year
4 Senior Management
Talking
Ongoing prevention of teaching from occurring
Refusal to cooperate with HOD
Refusal to co-operate with HOY
*Uniform Issues
Disruption from outside classroom
Offensive language to staff
Physical abuse to staff
Only minimum effort made
Refusal to follow teacher’s instructions
Discriminatory language
Drug related incidents
*Forgetting equipment, organiser, homework etc
*Fighting
Wasting time
*Rudeness to staff
Interruptions
*Refusal to leave classroom
Making fun of others *Arriving Late Eating in class Throwing paper Mobile phone use Play fighting Interfering with other pupils’ possessions Throwing objects likely to harm others Preventing others from working *Graffiti *Offensive language *Vandalism *Bullying * Can be moved up levels on a cumulative basis. 9
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PROMOTING ACHIEVEMENT Creating a Climate for Teaching & Learning If guidance, structure and behaviour are consistent in lessons students will know their boundaries and so will you. CLASSROOM EXPECTATIONS
Ensure that your classroom is prepared by having the lesson objective and starter on the board. If this is what the students expect on arrival, the lesson should start smoothly. Students arriving at different times will enter into calm, inviting working environment.
Students will then prepare themselves to learn by: Removing their coats Taking out correct equipment Switching off phones Emptying their mouths if necessary
As students arrive greet them by name, taking every opportunity to recognise where an individual may need extra support. To ensure all students are focused and ready to learn staff may wish to consider focus orientation
When appropriate, take the formal register
Start the main body of your lesson by recapping on the previous lesson and then clearly explain the objectives, activities and outcomes that are expected of this lesson.
Ensure that all students are catered for through differentiated tasks and that they understand these tasks clearly. Where students are successfully engaged, off task behavioural difficulties, inconsistencies should be dramatically reduced.
Encouragement, praise and empowering the student should be used whenever possible.
Assess and reward where appropriate making sure that all targets set are encouraging – avoid the words “but” and “however” in summative comments. Use positive language always pointing out what they should be doing and not what they shouldn’t.
During the plenary use “Assessment for Learning” strategies when reviewing the objectives of the lesson.
When setting homework, support all students by making sure that they record it clearly in their organisers and that they understand the task.
In the unlikely event of a student having to leave your lesson make sure they have a pass.
Once students are packed away and standing behind chairs, finish your lesson with a positive comment.
Dismiss your students in the same manner as you greeted them by standing in the corridor, encourage them to keep to the right hand side (and one way system where applicable)
In exceptional circumstances, ensure that you send a student who may have been kept behind, with a note to their following teacher. If a student does arrive late allow them to start work before dealing with the lateness.
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Use the Minimum Effective Response Shouting or intimidating gestures and comments are not appropriate and are not supported as effective methods of student management. Students displaying undesirable behaviour expect to be confronted. This often leads to more confrontation where a student may then feel that they have no way of backing down and the situation can only escalate. To counter this try: 1) Doing the unexpected – stay calm and tactically ignore their behaviour. When the student is calm discuss and resolve the situation. 2) Use non verbal messages 3) Discreetly, at eye level, give the student choices as to where the situation can go. Always give them the opportunity to correct their behaviour. 4) Offer positive alternatives to misbehaviour. 5) Ask the student to step outside the room to consider their behaviour and the effect on others. Ask them what they desire, require, expect from the lesson.
Remember:
Always tackle the behaviour and not the student Provide opportunities for students to correct own behaviour No contact means no conflict
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Cannock Chase High School Date: Dear Parents, As a vital part of your child’s academic and social life, the teachers at Cannock Chase High School believe that it is important that we educate students to be kind, caring and well rounded individuals. Students who feel good about themselves and others, seem to cooperate and learn better. Every week during this term, I will talk to your child about a new topic, with the hope of helping him/her to learn proper ways of interacting with others. Some of the following ways will be discussed:
How do I feel about myself? How good am I at expressing my feelings? How cooperative am I in groups? How well do I respect other student’s property? How well do I not fight or say something unkind when someone is not nice to me? How good am I at being a friend? How well do I keep control of my behaviour? How well do I respect what someone else says, even if I disagree? How good are my manners? How polite am I to other people? How well do I control saying unkind words? How well do I listen to my teacher and my friends? How well do I refuse doing something that I know is wrong?
Your child will be asked some of these questions and will be encouraged to answer how he/she already achieves some of the them by rating himself/herself on a scale of 1-10, with 1 meaning low and 10 meaning high. Our job is to help students discover their abilities and help them to expand them. Thank you for your support.
Head of Year
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APPENDIX 1
A GUIDE FOR PARENTS AND CARERS In matters of behaviour, we think it is essential that parents share our policy and are encouraged to work together in supportive adults to create a safe, nurturing and encouraging environment in which all students, regardless of their academic ability, have the opportunity to fulfil their full potential in Cannock Chase High School.
School Principles As a school we believe that all people are of equal value and that showing respect to others, both adults and peers, is a keystone of good behaviour that enhances learning. Ultimately students need to learn to be responsible for making good choices in their behaviour. Students will be praised and encouraged whenever they work well and show consideration to others in the school.
School Rules Schools have to have rules, as with any other organisation and these will be clearly set out. The expectations and desired behaviour are for the benefit of all students and staff and we believe that parents and carers are as enthusiastic as school staff to maintain school rules. Our school aim to:
Make everyone feels valued and safe in school
Ensure that every student has an equal opportunity to learn to his or her fullest potential
•
Rewards
Appropriate [good] behaviour will be praised and rewarded. The school staff will keep you informed of your child’s success and development, their achievements and efforts. There will be a range of reward systems and merit schemes for appropriate behaviour.
•
Additional Support
It may be that as part of helping your child to get back on track and work within the boundaries set by the school, you will be invited to:
Consult with the school staff.
Be part of a school-based plan to support your child. We would hope you could actively support the plan.
A referral to the Behaviour Support Team and, with your permission if appropriate, referral to outside agencies.
Attend meetings [formal and informal] with Head of year, Assistant Head Teacher and/or Head Teacher if and when appropriate at all stages of the intervention.
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Work alongside staff to consider the most appropriate way forward for your child. •
Inappropriate Behaviour
If difficulties arise, your child will be given a chance to consider their responses and the opportunity to make amends, to rebuild the relationship with others and to give and accept apologises. We may ask you to help us with this if the difficulties continue. Some inappropriate behaviour will always be unacceptable and will normally incur a sanction. These unacceptable behaviours are:
Violent behaviour or physically hurting others.
Deliberate offensive language, including racial, sexual abuse.
Rudeness to staff and students.
Vandalism.
Continued disregard for staff instruction.
Continued disregard for school rules and or procedures.
Theft from staff, fellow students and school premises.
•
Lunchtime and Breaks
Students are expected to stay on the school site and behave appropriately. The staff and lunchtime supervisors are required to support all the school policies and we offer them the same respect and authority as the teaching staff. In extreme difficulties the Head Teacher may feel that it would be more appropriate to remove a continuingly challenging student from the school premises at lunchtime. It these rare cases we would have contacted you to discuss this before such drastic action is taken. We would work with you to avoid this action if at all possible, however the safety and education of all students has to be taken into consideration.
If at any time you are concerned about your child’s or the schools response we would welcome your input, firstly with your child’s Form Tutor. We believe that sharing concerns will support your child to get the most from school.
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APPENDIX 4
POLICY FOR RESTRICTIVE PHYSICAL INTERVENTION IN CANNOCK CHASE HIGH SCHOOL Introduction The school Behaviour Policy outlines how staff at Cannock Chase High School create and maintain good order and relationships through positive approaches. These approaches are successful for the vast majority of the time. It is recognised that the majority of students in our school respond positively to the discipline and control practiced by staff. This ensures the safety and well-being of all students and staff. This policy on the use of restrictive physical interventions supplements the main Behaviour Policy. Both should be read in conjunction with the school SEN Policy, the Child Protection Policy and the Health and Safety Policy. Purpose of this Policy The policy has been prepared for the support of all teaching and support staff who come into contact with students and for volunteers working within school, to explain the school’s arrangements for care and control. It aims to give clear guidance to all members of the school community so that any physical intervention they undertake is carried out in a way that supports the values and principles the school upholds. In particular, it aims to describe the circumstances in which restrictive physical intervention is an appropriate response and how staff will fulfil their responsibilities in those circumstances. The Headteacher will be responsible for ensuring that staff and parents are aware of the policy. He will ensure that any necessary training and/or awareness raising is provided so that staff clearly understand this policy and know their responsibilities. Physical Touch Physical touch is an essential part of human relationships and adults may well use touch to prompt, to give reassurance or to provide support in PE but in order to use it successfully, staff must adhere to the following principles: • • • •
Be non-abusive, with no intent to cause pain or injury; Be in the best interests of the child and others; Have a clear educational purpose (eg to access the curriculum or to improve social relationships); Take account of gender issues.
At Cannock Chase High School the Assistant Headteacher (Pastoral) and Heads of Year are responsible for ensuring that relevant staff are aware of any student who finds physical touch unwelcome. (Such sensitivity may arise from the student’s cultural background, personal history, age etc.)
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What is meant by “Physical Intervention”? It is helpful to differentiate between: Definition Explanation Either where the child’s Non-restrictive Physical movement is not restricted Interventions or where the child is held supportively but such that (NB As previously stated touch/physical contact is a they will be released small but important part of immediately should they so wish. teacher student relationships. Restrictive Physical Prevent, impede or restrict Interventions movement or mobility. Restraint: To use force to direct.
Example • Guiding/shepherding a person from A to B. • Use of a protective helmet to prevent self injury. • Removal of a cause of distress. • • • • •
Isolating a child in a room. Holding a student. Blocking a person’s path. Interpositioning. Pushing/pulling.
And Between: Emergency/unplanned Occur in response to unforeseen events. interventions Planned interventions In which staff employ, where necessary, pre-arranged strategies and methods which are based on a risk assessment and recorded in an individual plan for the management of a student. When is Restrictive Intervention Permissible at Cannock Chase High School? The use of a restrictive physical intervention should be very rare. It should be avoided whenever possible and must be justifiable as being in the child’s best interests. A restrictive physical intervention may be used: • •
To prevent a student causing injury to themselves or others; To prevent damage to property.
For example: • To break away or disengage from dangerous or harmful physical contact, for example, if a student has grabbed your arm in a threatening manner; • To separate a person from a ‘trigger’, for example by removing one student who responds to another with physical aggression; • To protect a student from a dangerous situation, for example, from injuring themselves or others, or from playing in a dangerously rough manner; • To prevent them throwing a heavy object at or near expensive computer equipment.
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NB
A student absconding can only be restrained if they are putting themselves at significant risk by leaving school premises.
Risk Assessment The use of a restrictive physical intervention will be the outcome of a professional judgement made by staff on the basis of this school policy. It should only be considered if other behaviour management options have proved ineffective or are judged to be inappropriate. Before deciding to intervene staff will weigh up whether the risk of not intervening is greater than the risk of intervening. Any intervention will be carried out with the child’s best interest at heart. Physical contact must not be used to punish a student or cause pain, injury or humiliation. Staff are not expected to intervene physically against their better judgement nor are they expected to place themselves at unreasonable risk. In such circumstances they should take steps to minimise risks, for example, by calling for assistance and removing other students. How Staff Might Intervene When a physical intervention is justified, staff will use “reasonable force”. This is the degree of force “warranted by the situation”. It will “be proportional to the circumstances of the incident and the consequences it is intended to prevent”. Any force used will always be the minimum needed to achieve the desired result and for the shortest amount of time. Staff will: • use the minimum amount of force for the minimum amount of time; • avoid causing pain or injury, avoid holding or putting pressure on joints; • in general hold long bones; • never hold a student face down on the ground or in any position that might increase the risk of suffocation; • try to adopt a calm, measured approach and maintain communication with the student at all times. In an emergency, staff must summon assistance by using a mobile phone or directing a student to the nearest classroom teacher or closest main office. The Place of Restrictive Physical Intervention within Broader Behavioural Planning If, through the school’s special needs assessment procedures, it is determined that a restrictive physical intervention is likely to be appropriate to help a student make progress, a risk assessment will be carried out. If appropriate, an individual management plan will then be drawn up for that student. This plan will aim to reduce the likelihood of the need for restrictive physical intervention as well as describing how such intervention will be carried out. This plan will be discussed with parents/carers and medical colleagues will be consulted. Before the plan is implemented, any necessary training or guidance will be provided for staff involved.
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What to do after the use of a Restrictive Physical Intervention After the use of an unplanned restrictive physical intervention, the following steps will be taken: • • • •
•
•
Details of the incident will be recorded by all adults involved immediately on the correct form; Staff will be offered the opportunity to seek advice from a senior colleague or professional representative when compiling their report; Any injuries suffered by those involved will be recorded in accordance with school procedures. The Headteacher will check that there is no cause for concern regarding the actions of adults involved. If it is felt that an action has caused or put a child at risk of significant harm the Headteacher will follow the school’s Child Protection procedures and also inform parents/carers. Parents/carers will be informed by the Headteacher on the day of the incident. This can initially be done by phone but should be followed up in writing. Parents/carers will be offered the opportunity to discuss any concerns they may have regarding an incident. Support/debriefing will be available for adults and students who have been involved in any incident involving restrictive physical interventions. This will be provided by the Headteacher.
The records kept will be used to analyse patterns of behaviour and to decide whether responses are being effective. Authorised Staff All teachers are authorised to use restrictive physical interventions, in addition a list will be maintained of non-teaching support staff who are also authorised. Supply staff will not be authorised to use restrictive physical interventions except if they have been specifically authorised by the Headteacher. Parents and volunteers in the school are not given authorisation. LEA staff on school premises will be expected to be aware of, and co-operate within, the policy of this school and will need to ask the Headteacher for authorisation. Complaints Procedure Any complaint will first be considered in the light of the school’s child protection procedures, following ACPC guidance. If child protection procedures are not appropriate, the school’s complain procedures will be followed.
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CANNOCK CHASE HIGH SCHOOL BEHAVIOUR POLICY The Principles •
The Governing Body believes that in order to enable teaching and learning to take place, desired behaviour in all aspects of school life is necessary. It seeks to create an inclusive caring, learning environment in the school by:
promoting desired behaviour and discipline; promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect; ensuring equality and fairness of treatment for all; encouraging consistency of response to both positive and negative behaviour; promoting early intervention; providing a safe environment; free from disruption, violence, bullying and any form of harassment; encouraging a positive relationship with parents and carers to develop a shared approach which involves them in the implementation of the school’s policy and associated procedures; promoting a culture of praise and encouragement in which all students can achieve.
Roles and Responsibilities •
The Governing Body will establish, in consultation with the Headteacher, staff and parents, a policy for the promotion of desired behaviour and keep it under review. It will ensure that this is communicated to students and parents, is non-discriminatory and the expectations are clear. Governors will support the school in maintaining high standards of desired behaviour of students and staff.
•
The Headteacher will be responsible for the implementation and day-to-day management of the policy and procedures.
•
Staff, including teachers, support staff and volunteers, will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied. Mutual support amongst all staff in the implementation of the policy is essential. Staff have a key role in advising the Headteacher on the effectiveness of the policy and procedures. They also have responsibility, with the support of the Headteacher, for creating a high quality learning environment, teaching positive behaviour for learning and implementing the agreed policy and procedures consistently.
•
The Governing Body, Headteacher and staff will ensure there is no differential application of the policy and procedures on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. They will also 1
October 2006
ensure that the concerns of students are listened to, and appropriately addressed. •
Parents and carers will be expected, encouraged and supported to take responsibility for the behaviour of the child both inside and outside the school. The school will encourage parents to work in partnership with the school to assist it in maintaining high standards of desired behaviour and will be actively encouraged to raise with the school any issues arising from the operation of the policy.
•
Students are expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedure and expectations. Students will also be encouraged to take responsibility for their social and learning environment making it both safe and enjoyable by reporting all undesirable behaviour.
Procedures •
The procedures arising from this policy will be developed by the Headteacher in consultation with the staff. The procedures will make clear to the students how acceptable standards of behaviour can be achieved and will have a clear rationale which is made explicit to staff, students and parents. The procedures will be monitored by the Headteacher via the Head of Guidance, to ensure they are consistently and fairly applied, and promote the idea of personal responsibility and that every member of the school has a responsibility towards the whole community.
Rewards •
A school ethos of encouragement is central to the promotion of desirable behaviour. Rewards are an integral means of achieving this. They have a motivational role in helping students to realise that desirable behaviour, self awareness and responsibility to self and others is valued, and are clearly defined in the procedures. Integral to the system of rewards is an emphasis on praise both informal and formal to individuals and groups. Alongside this is informing parents regularly on their child’s desired behaviour.
Sanctions •
Sanctions are needed to respond to undesirable behaviour. However, prior to any sanction being issued all solution focussed strategies (see toolkit) will have been actioned.
•
A range of sanctions is clearly defined in the toolkit and their use will be characterised by clarifying why the sanction is being applied and what changes in behaviour are required to avoid future sanctions. The procedures make a clear distinction between the sanctions applied for minor and major offences.
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Training •
The Governing Body will ensure that appropriate high quality training on all aspects of behaviour management is provided to support the implementation of the policy.
Inter-relationship with other school policies •
In order for the behaviour policy to be effective, a clear relationship with other school policies, particularly equal opportunities, special educational needs and anti-bullying, will be established.
Involvement of outside agencies •
The school works positively with external agencies. It seeks appropriate support from them to ensure that the needs of all students are met by utilising the range of external support available.
•
Students needing support from external agencies are identified through the SENCO and will be at SA+. However, if necessary a student may move immediately to that stage to access support.
Review •
The Headteacher will establish a focus group to include staff, students and parents, whose responsibility will be to monitor and review the Behaviour Policy. They will report to the Governing Body on the policies, effectiveness, fairness and consistency.
•
The Governing Body will regularly review this policy and associated procedures, to ensure its continuing appropriateness and effectiveness. The review will take place in consultation with the Headteacher, staff and parents.
•
The outcome of the review and changes to policy, resolutions and solutions will be communicated to all those involved and incorporated into an amended Behaviour Policy.
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PROMOTING GOOD STUDENT BEHAVIOUR • • • • • • •
•
Staff will praise students when they see good behaviour Staff will tell students clearly what is expected of them Students will remember what is asked of them Rules are consistent, fair, and will be kept Rules will be regularly reviewed with staff and students Responsibilities and expectations will be matched to individuals and their development Staff will regularly inform a students parents of exemplary behaviour as well as achievement (letter of commendation, praise postcards, parents evening, or informally via a note in the students organiser or phone-call) When students have worked hard to support others, in or out of school, they will be commended – exemplary acts will be commended in year group assemblies
REWARDS Good behaviour should be consistently rewarded. • • • • • • • •
Staff will praise a student/class immediately upon their good behaviour and say why they are pleased Staff will regularly inform each other, (positive info forms, praise boards, phone messages), and the students parents of praiseworthy actions Staff may give privileges to students who behave consistently well, and to those otherwise who have made a special effort to do so All staff will use positive info forms and merit marks Where possible students to be involved in determining who is rewarded (e.g. tutee of the week) When appropriate staff will reward a whole group for their co-operative support of individuals or each other, for good behaviour or achievement Exemplary behaviour or achievement will be commended by staff using positive info forms and/or merit marks The greatest commendation is the Head teachers Commendation to be presented by the Head teacher in assemblies
UNACCEPTABLE BEHAVIOUR Students will always be given a chance to consider their behaviour. They will be encouraged and helped to make apologies to other students or staff they may have offended; show they can keep to the school rules; or make suitable reparation.
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PROMOTING DESIRED BEHAVIOUR Undesired Behaviour
CLASS LEADER
Information form to HOD
Class leader uses solution focused strategies available in toolkit: • Tactical ignoring; • Verbal encouragement to assist in return to task; • Positive modelling; • Redirection; • Verbal warnings, move student in class, time out, detention.
Additional Support HEAD OF DEPARTMENT
Student’s Tutor Informed
Head of Department uses solution focused strategies available in toolkit: • Gather information from member of staff; • Gather information from student; • Set up meeting between student and teacher; • Liaise with other staff about “what works”; • Take appropriate action, eg home contact, report, detention, group change.
Additional Support HEAD OF YEAR
Student’s Tutor Informed
Head of Year uses solution focused strategies available in toolkit: • Collate and review all information on student; • Meet with student, class teacher, HOD, parents as appropriate; • Explore all support available eg SEN, social inclusion, consulting external agencies, monitoring.
Final Consequence
ASSISTANT HEADTEACHER, GUIDANCE
Review all information and strategies offered; Recommendations made to HOY, Headteacher and Governors’ Disciplinary Committee.
• •
All staff must follow procedure consistently and fulfil their individual role for it to work successfully.
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POSITIVE INFORMATION FORM
Name: _____________________________ Tutor Group: __________ Date: _______________________
Issuing Teacher: ____________
Reason: _____________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Please send to tutor.
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INFORMATION FORM Date: ___________ Name: ________________________________ TG: _______ Subject: __________________________ Teacher’s Name: __________________ Reason: Lateness Low Level Disruption Failure to complete work Failure to follow instructions Rudeness Lack of Equipment No Homework
Additional Information:
Other HOD recorded Tutor Seen Passed to HOY Detention set for
Date: ________________________ Time: _______________
Details of Incident:
Strategies used:
Situation resolved Referral to HOD and Strategies used:
Situation resolved Referral to HOY for Information only Referral to HOY for further action:
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INFORMATION FORM PROCEDURE Classroom Teacher •
Information Form is written as the result of an incident in your teaching room. You will have already tried to address the situation in your room before referring the student. Occasionally there are incidents which require immediate action because of their serious nature, using the emergency rota. Information Form may also be written for incidents occurring outside the classroom at break or lunchtime.
•
Please ensure you complete your Information Form as soon as possible and before the end of the working day. Remember it is a public document.
•
Ensure that the basic information on the top of the Information Form is completed and accurate and please print your name legibly.
•
The information must be given to the Head of Department.
•
The course of action and strategies used will be written up on the Information Form.
Head of Department •
All info forms must go via HOD.
•
Where class teacher has taken appropriate action, HOD should sign form and pass on immediately. HOD should keep a record (a tick box would suffice) to show how many info forms received on each student and from which member of staff.
•
Where information form requires action by HOD this must be taken asap and recorded on info form before passing onto HOY.
•
When HOD has had to take action on 2 info forms or received 3 with situation resolved on the same student the HOD must contact parents, a written record to be kept and passed onto HOY, and HOD must initiate and lead in a meeting between teacher and student to plan way forward.
•
Where one off incident requires intervention by HOY, HOD must ensure info form is despatched asap so that appropriate action can be taken.
Head of Year •
All info forms must go via HOD to HOY.
•
Where HOD has taken appropriate action, HOY should sign form and file. HOY should keep a record to show how many info forms received on each student and from which member of staff and department.
•
Where information form requires action by HOY this must be taken asap and recorded on info form. 8
October 2006
LEVELS OF BEHAVIOUR 1
2
3
Classroom Teacher
Head of Department
Head of Year
4 Senior Management
Talking
Ongoing prevention of teaching from occurring
Refusal to cooperate with HOD
Refusal to co-operate with HOY
*Uniform Issues
Disruption from outside classroom
Offensive language to staff
Physical abuse to staff
Only minimum effort made
Refusal to follow teacher’s instructions
Discriminatory language
Drug related incidents
*Forgetting equipment, organiser, homework etc
*Fighting
Wasting time
*Rudeness to staff
Interruptions
*Refusal to leave classroom
Making fun of others *Arriving Late Eating in class Throwing paper Mobile phone use Play fighting Interfering with other pupils’ possessions Throwing objects likely to harm others Preventing others from working *Graffiti *Offensive language *Vandalism *Bullying * Can be moved up levels on a cumulative basis. 9
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PROMOTING ACHIEVEMENT Creating a Climate for Teaching & Learning If guidance, structure and behaviour are consistent in lessons students will know their boundaries and so will you. CLASSROOM EXPECTATIONS
Ensure that your classroom is prepared by having the lesson objective and starter on the board. If this is what the students expect on arrival, the lesson should start smoothly. Students arriving at different times will enter into calm, inviting working environment.
Students will then prepare themselves to learn by: Removing their coats Taking out correct equipment Switching off phones Emptying their mouths if necessary
As students arrive greet them by name, taking every opportunity to recognise where an individual may need extra support. To ensure all students are focused and ready to learn staff may wish to consider focus orientation
When appropriate, take the formal register
Start the main body of your lesson by recapping on the previous lesson and then clearly explain the objectives, activities and outcomes that are expected of this lesson.
Ensure that all students are catered for through differentiated tasks and that they understand these tasks clearly. Where students are successfully engaged, off task behavioural difficulties, inconsistencies should be dramatically reduced.
Encouragement, praise and empowering the student should be used whenever possible.
Assess and reward where appropriate making sure that all targets set are encouraging – avoid the words “but” and “however” in summative comments. Use positive language always pointing out what they should be doing and not what they shouldn’t.
During the plenary use “Assessment for Learning” strategies when reviewing the objectives of the lesson.
When setting homework, support all students by making sure that they record it clearly in their organisers and that they understand the task.
In the unlikely event of a student having to leave your lesson make sure they have a pass.
Once students are packed away and standing behind chairs, finish your lesson with a positive comment.
Dismiss your students in the same manner as you greeted them by standing in the corridor, encourage them to keep to the right hand side (and one way system where applicable)
In exceptional circumstances, ensure that you send a student who may have been kept behind, with a note to their following teacher. If a student does arrive late allow them to start work before dealing with the lateness.
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Use the Minimum Effective Response Shouting or intimidating gestures and comments are not appropriate and are not supported as effective methods of student management. Students displaying undesirable behaviour expect to be confronted. This often leads to more confrontation where a student may then feel that they have no way of backing down and the situation can only escalate. To counter this try: 1) Doing the unexpected – stay calm and tactically ignore their behaviour. When the student is calm discuss and resolve the situation. 2) Use non verbal messages 3) Discreetly, at eye level, give the student choices as to where the situation can go. Always give them the opportunity to correct their behaviour. 4) Offer positive alternatives to misbehaviour. 5) Ask the student to step outside the room to consider their behaviour and the effect on others. Ask them what they desire, require, expect from the lesson.
Remember:
Always tackle the behaviour and not the student Provide opportunities for students to correct own behaviour No contact means no conflict
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October 2006
Cannock Chase High School Date: Dear Parents, As a vital part of your child’s academic and social life, the teachers at Cannock Chase High School believe that it is important that we educate students to be kind, caring and well rounded individuals. Students who feel good about themselves and others, seem to cooperate and learn better. Every week during this term, I will talk to your child about a new topic, with the hope of helping him/her to learn proper ways of interacting with others. Some of the following ways will be discussed:
How do I feel about myself? How good am I at expressing my feelings? How cooperative am I in groups? How well do I respect other student’s property? How well do I not fight or say something unkind when someone is not nice to me? How good am I at being a friend? How well do I keep control of my behaviour? How well do I respect what someone else says, even if I disagree? How good are my manners? How polite am I to other people? How well do I control saying unkind words? How well do I listen to my teacher and my friends? How well do I refuse doing something that I know is wrong?
Your child will be asked some of these questions and will be encouraged to answer how he/she already achieves some of the them by rating himself/herself on a scale of 1-10, with 1 meaning low and 10 meaning high. Our job is to help students discover their abilities and help them to expand them. Thank you for your support.
Head of Year
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APPENDIX 1
A GUIDE FOR PARENTS AND CARERS In matters of behaviour, we think it is essential that parents share our policy and are encouraged to work together in supportive adults to create a safe, nurturing and encouraging environment in which all students, regardless of their academic ability, have the opportunity to fulfil their full potential in Cannock Chase High School.
School Principles As a school we believe that all people are of equal value and that showing respect to others, both adults and peers, is a keystone of good behaviour that enhances learning. Ultimately students need to learn to be responsible for making good choices in their behaviour. Students will be praised and encouraged whenever they work well and show consideration to others in the school.
School Rules Schools have to have rules, as with any other organisation and these will be clearly set out. The expectations and desired behaviour are for the benefit of all students and staff and we believe that parents and carers are as enthusiastic as school staff to maintain school rules. Our school aim to:
Make everyone feels valued and safe in school
Ensure that every student has an equal opportunity to learn to his or her fullest potential
•
Rewards
Appropriate [good] behaviour will be praised and rewarded. The school staff will keep you informed of your child’s success and development, their achievements and efforts. There will be a range of reward systems and merit schemes for appropriate behaviour.
•
Additional Support
It may be that as part of helping your child to get back on track and work within the boundaries set by the school, you will be invited to:
Consult with the school staff.
Be part of a school-based plan to support your child. We would hope you could actively support the plan.
A referral to the Behaviour Support Team and, with your permission if appropriate, referral to outside agencies.
Attend meetings [formal and informal] with Head of year, Assistant Head Teacher and/or Head Teacher if and when appropriate at all stages of the intervention.
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Work alongside staff to consider the most appropriate way forward for your child. •
Inappropriate Behaviour
If difficulties arise, your child will be given a chance to consider their responses and the opportunity to make amends, to rebuild the relationship with others and to give and accept apologises. We may ask you to help us with this if the difficulties continue. Some inappropriate behaviour will always be unacceptable and will normally incur a sanction. These unacceptable behaviours are:
Violent behaviour or physically hurting others.
Deliberate offensive language, including racial, sexual abuse.
Rudeness to staff and students.
Vandalism.
Continued disregard for staff instruction.
Continued disregard for school rules and or procedures.
Theft from staff, fellow students and school premises.
•
Lunchtime and Breaks
Students are expected to stay on the school site and behave appropriately. The staff and lunchtime supervisors are required to support all the school policies and we offer them the same respect and authority as the teaching staff. In extreme difficulties the Head Teacher may feel that it would be more appropriate to remove a continuingly challenging student from the school premises at lunchtime. It these rare cases we would have contacted you to discuss this before such drastic action is taken. We would work with you to avoid this action if at all possible, however the safety and education of all students has to be taken into consideration.
If at any time you are concerned about your child’s or the schools response we would welcome your input, firstly with your child’s Form Tutor. We believe that sharing concerns will support your child to get the most from school.
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APPENDIX 4
POLICY FOR RESTRICTIVE PHYSICAL INTERVENTION IN CANNOCK CHASE HIGH SCHOOL Introduction The school Behaviour Policy outlines how staff at Cannock Chase High School create and maintain good order and relationships through positive approaches. These approaches are successful for the vast majority of the time. It is recognised that the majority of students in our school respond positively to the discipline and control practiced by staff. This ensures the safety and well-being of all students and staff. This policy on the use of restrictive physical interventions supplements the main Behaviour Policy. Both should be read in conjunction with the school SEN Policy, the Child Protection Policy and the Health and Safety Policy. Purpose of this Policy The policy has been prepared for the support of all teaching and support staff who come into contact with students and for volunteers working within school, to explain the school’s arrangements for care and control. It aims to give clear guidance to all members of the school community so that any physical intervention they undertake is carried out in a way that supports the values and principles the school upholds. In particular, it aims to describe the circumstances in which restrictive physical intervention is an appropriate response and how staff will fulfil their responsibilities in those circumstances. The Headteacher will be responsible for ensuring that staff and parents are aware of the policy. He will ensure that any necessary training and/or awareness raising is provided so that staff clearly understand this policy and know their responsibilities. Physical Touch Physical touch is an essential part of human relationships and adults may well use touch to prompt, to give reassurance or to provide support in PE but in order to use it successfully, staff must adhere to the following principles: • • • •
Be non-abusive, with no intent to cause pain or injury; Be in the best interests of the child and others; Have a clear educational purpose (eg to access the curriculum or to improve social relationships); Take account of gender issues.
At Cannock Chase High School the Assistant Headteacher (Pastoral) and Heads of Year are responsible for ensuring that relevant staff are aware of any student who finds physical touch unwelcome. (Such sensitivity may arise from the student’s cultural background, personal history, age etc.)
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What is meant by “Physical Intervention”? It is helpful to differentiate between: Definition Explanation Either where the child’s Non-restrictive Physical movement is not restricted Interventions or where the child is held supportively but such that (NB As previously stated touch/physical contact is a they will be released small but important part of immediately should they so wish. teacher student relationships. Restrictive Physical Prevent, impede or restrict Interventions movement or mobility. Restraint: To use force to direct.
Example • Guiding/shepherding a person from A to B. • Use of a protective helmet to prevent self injury. • Removal of a cause of distress. • • • • •
Isolating a child in a room. Holding a student. Blocking a person’s path. Interpositioning. Pushing/pulling.
And Between: Emergency/unplanned Occur in response to unforeseen events. interventions Planned interventions In which staff employ, where necessary, pre-arranged strategies and methods which are based on a risk assessment and recorded in an individual plan for the management of a student. When is Restrictive Intervention Permissible at Cannock Chase High School? The use of a restrictive physical intervention should be very rare. It should be avoided whenever possible and must be justifiable as being in the child’s best interests. A restrictive physical intervention may be used: • •
To prevent a student causing injury to themselves or others; To prevent damage to property.
For example: • To break away or disengage from dangerous or harmful physical contact, for example, if a student has grabbed your arm in a threatening manner; • To separate a person from a ‘trigger’, for example by removing one student who responds to another with physical aggression; • To protect a student from a dangerous situation, for example, from injuring themselves or others, or from playing in a dangerously rough manner; • To prevent them throwing a heavy object at or near expensive computer equipment.
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October 2006
NB
A student absconding can only be restrained if they are putting themselves at significant risk by leaving school premises.
Risk Assessment The use of a restrictive physical intervention will be the outcome of a professional judgement made by staff on the basis of this school policy. It should only be considered if other behaviour management options have proved ineffective or are judged to be inappropriate. Before deciding to intervene staff will weigh up whether the risk of not intervening is greater than the risk of intervening. Any intervention will be carried out with the child’s best interest at heart. Physical contact must not be used to punish a student or cause pain, injury or humiliation. Staff are not expected to intervene physically against their better judgement nor are they expected to place themselves at unreasonable risk. In such circumstances they should take steps to minimise risks, for example, by calling for assistance and removing other students. How Staff Might Intervene When a physical intervention is justified, staff will use “reasonable force”. This is the degree of force “warranted by the situation”. It will “be proportional to the circumstances of the incident and the consequences it is intended to prevent”. Any force used will always be the minimum needed to achieve the desired result and for the shortest amount of time. Staff will: • use the minimum amount of force for the minimum amount of time; • avoid causing pain or injury, avoid holding or putting pressure on joints; • in general hold long bones; • never hold a student face down on the ground or in any position that might increase the risk of suffocation; • try to adopt a calm, measured approach and maintain communication with the student at all times. In an emergency, staff must summon assistance by using a mobile phone or directing a student to the nearest classroom teacher or closest main office. The Place of Restrictive Physical Intervention within Broader Behavioural Planning If, through the school’s special needs assessment procedures, it is determined that a restrictive physical intervention is likely to be appropriate to help a student make progress, a risk assessment will be carried out. If appropriate, an individual management plan will then be drawn up for that student. This plan will aim to reduce the likelihood of the need for restrictive physical intervention as well as describing how such intervention will be carried out. This plan will be discussed with parents/carers and medical colleagues will be consulted. Before the plan is implemented, any necessary training or guidance will be provided for staff involved.
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What to do after the use of a Restrictive Physical Intervention After the use of an unplanned restrictive physical intervention, the following steps will be taken: • • • •
•
•
Details of the incident will be recorded by all adults involved immediately on the correct form; Staff will be offered the opportunity to seek advice from a senior colleague or professional representative when compiling their report; Any injuries suffered by those involved will be recorded in accordance with school procedures. The Headteacher will check that there is no cause for concern regarding the actions of adults involved. If it is felt that an action has caused or put a child at risk of significant harm the Headteacher will follow the school’s Child Protection procedures and also inform parents/carers. Parents/carers will be informed by the Headteacher on the day of the incident. This can initially be done by phone but should be followed up in writing. Parents/carers will be offered the opportunity to discuss any concerns they may have regarding an incident. Support/debriefing will be available for adults and students who have been involved in any incident involving restrictive physical interventions. This will be provided by the Headteacher.
The records kept will be used to analyse patterns of behaviour and to decide whether responses are being effective. Authorised Staff All teachers are authorised to use restrictive physical interventions, in addition a list will be maintained of non-teaching support staff who are also authorised. Supply staff will not be authorised to use restrictive physical interventions except if they have been specifically authorised by the Headteacher. Parents and volunteers in the school are not given authorisation. LEA staff on school premises will be expected to be aware of, and co-operate within, the policy of this school and will need to ask the Headteacher for authorisation. Complaints Procedure Any complaint will first be considered in the light of the school’s child protection procedures, following ACPC guidance. If child protection procedures are not appropriate, the school’s complain procedures will be followed.
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