BEHAVIOUR FOR LEARNING POLICY Culture for
BEHAVIOUR FOR LEARNING POLICY Culture for Learning Mission Statement Harris Professional Skills Sixth Form will be an inspirational centre of enterprising learning where staff and students will embrace the opportunities and challenges of learning, continually striving to exceed their personal best and enjoy social, sporting, artistic and academic success. In the light of this: •
• • • • •
Harris Professional Skills Sixth Form will build an educational community that is strongly focused on raising aspirations and achievement. We will aim to find at least one thing which every student is good at and which can be used to encourage and develop their potential. Students and staff will together strive for excellence by continuously improving on their personal best. Students will be equipped appropriately with the skills and competencies required for life in the 21st century, with a clear focus on mastery of the basic skills of literacy, numeracy and ICT at defined transition points. Everyone at the Sixth Form will be an effective learner responsible for his/her own development and learning. Team leadership and membership, and opportunities to be coaches and be coached, will secure continuous improvement throughout the Sixth Form. Creativity, innovation, problem solving and risk taking will be features in all aspects of Sixth Form life.
Harris Professional Skills Sixth Form will build an educational community that is welcoming, well ordered, and inclusive and in which diversity is celebrated. Statement of Principle Our expectations explicitly include the highest standards of behaviour, courtesy, respect for persons and property and the effective use of time and talent. These expectations relate to behaviour both within and outside the classroom, apply to all members of the learning community and are clearly summarised in Student’s Planners, Staff Handbook and Home Sixth Form Agreement.
AIMS The aims of the Culture for Learning Policy are to: • •
Determine the boundaries of acceptable and unacceptable behaviour, the graduated responses regarding rewards and sanctions and how these responses will be fairly and consistently applied by all. Provide a safe, purposeful and calm environment for learning, enabling teachers to teach and all to learn, free from disruption, violence, bullying and any form of harassment.
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• • •
Encourage positive relationships between staff, students, parents & carers and other stakeholders and agencies. Ensure a range of early intervention strategies are in place to both support good behaviours and challenge poor behaviours and help reduce the risk of both fixed and permanent exclusions. Make the policy clear easy to follow and be available for all parents as required by law.
OBJECTIVES Students: All students will follow the agreed Code of Conduct. This Code comprises Sixth Form expectations both within and outside the classroom, Equal Opportunities Statement, Safety Rules for all and should also be read in conjunction with Home / Sixth Form Agreement. Staff Teachers will be expected to model good practice in support of the behaviour policy demonstrating: • •
• •
• • • •
High expectations: Help students understand the boundaries for attendance, behaviour and levels of work. Early intervention: Prompt intervention will help to prevent further escalation of attendance, behaviour or underachievement. Ensuring the students understand that this will not be tolerated and action will follow where required. Positive Behaviour Management: Using agreed techniques of positive assertive discipline to help students recognise what good behaviour is. Identifying Issues: Prompt investigation into why a student has misbehaved. Are there issues accessing the curriculum? Is there literacy or numeracy weaknesses requiring additional support? Each member of Harris Professional Skills Sixth Form is responsible for seeking the appropriate support for a student who needs additional support. Rewarding Achievements: Positive recognition of students, classes and groups achievements in attendance, behaviour and attainment through the points system managed through the MIS. Learning Support: Ensure each student understands how to, and is given the tools to access the intended knowledge or skills expected. Providing Support Time: Provide activities or time for students to receive extra support or opportunities to extend their engagement through intervention and extension clubs or detention to ensure all reach the intended objectives. Sanctions: Harris Professional Skills Sixth Form staff members must always abide by the agreed sanctions process, applying the appropriate sanction consistently to highlight any inappropriate behaviour.
Parents Parents are members of the Sixth Form family. Each parent will be expected to fulfil their role in support of the Sixth Form behaviour policy.
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Parents will be expected to: • Support student attendance by helping to organise their morning routines; ensuring uniform is correct, bags are packed and students arrive on time consistently. • Support good behaviour through the re-enforcement of the expected levels of behaviour within the Sixth Form. • Attend all Parents’ Evenings to review student attendance, behaviour and achievement. • Attend all Parent - Teacher Meetings to discuss any attendance, misbehaviour or attainment issues. • Read, sign and return any letter forwarded to parents informing of any attendance, behaviour or attainment issues. • Support all Sixth Form decisions in support of their child’s education and welfare. Governors Governors will be expected to: • Review and ratify the behaviour policy annually in accordance with Section 88 of the Education and Inspections Act 2006 (Further guidance can be found in the DCSF publication ‘A Guide to the Law for School Governors’). • Regularly visit the Sixth Form to observe and monitor the implementation of the behavioural policy. • Attend all necessary meetings for pre and post exclusions. Others Any adult employed directly or indirectly will be expected to uphold the Sixth Form Culture for Learning Policy.
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Behaviour Points System (Appendix 10 for overview/display) A positive rewards philosophy is essential to encouraging students to work hard and achieve beyond expectations. Having a reward system which allows for more ‘instant’ acknowledgement allows the Sixth Form more opportunity to celebrate behaviour which will encourage good habits and excellent attainment. The Sixth Form operates a balancing point award system using a variety of manually inputted debits and credits and some automatically set by the MIS from the reading of key data for example attendance and Punctuality. Students can manage their behaviour to ensure that they can maintain the high standards expected of them by the Sixth Form. Operation • The behaviour system starts on a Monday and concludes on a Friday. • Some points are automatically given and do not need to be inputted by staff. • Points systems are only effective if all staff are consistent with their points entry. • Every Monday, students are reset to zero points. • On Monday morning, the points score accumulated for the previous week is displayed on the behaviour board and tutor boards with the outcome (rewards or sanctions). • On Wednesday morning, the mid-week points are displayed allowing students to see how they are progressing and to enable them to modify any behaviours that would lead to a sanction.
Positive Inputs
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Negative Inputs
Weekly Outcomes The MIS accumulates the point scores achieved at the end of a Sixth Form week and the outcomes are posted on the behaviour boards and tutor boards. Weekly Rewards • Bronze Certificate: • Silver Certificate: • Gold Certificate:
50 to 99 points 100 to149 points 150 +
Weekly Sanctions • Sixth Form Detention (letter home): -50 to-99 points • Sixth Form Detention , Discussion (phone call) with Parent/Carer (letter home): -100 to-149 points • Sixth Form Detention , Meeting with Parent/Carer (letter home): -150 points and below Other Outcomes The MIS accumulates point scores over half term, termly and the end of year to recognise excellent behaviour. Prizes are given for: • • • •
Highest Point Scorer – Male Highest Point Scorer - Female Highest Point Scorer – Overall 100% Attendance
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• • •
100% Punctuality Subject Awards: Achievement Subject Awards: Progress
End of Year Celebration At the end of the academic year a formal evening event will be held for all students. This will include the presentation of trophies and vouchers in recognition of student success.
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Example Outcomes of Students using the Points System
Time Out Low level disruption will not be tolerated at Harris Professional Skills Sixth Form. The expectation of full engagement in the programmes of study is requisite. The Sixth Form operates a warning system where teaching staff inform the student that their behaviour is unacceptable and needs to improve twice. On the third instance the teacher calls for the Duty Principal to remove the student where they are taken to the time out room. There may be instances when the warning system is inappropriate and the teacher can call the Duty Principal immediately. The Inclusion Officer debits the student 20 points on the MIS. The Inclusion Officer works with the student and assesses if they are ready to go back to the lesson. Students can be escorted back to the lesson after a minimum time of 10 minutes. If the Inclusion officer feels they are not ready to re-engage, they remain in the time out area completing work. Please refer to Appendix 1 for procedure.
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Serious Offences Serious Offences E.g. Aggressive behaviour towards staff including swearing, aggressive behaviour towards other students, vandalism, theft, bullying, unauthorised use of the Internet etc. Cases such as this are outside of the point score system and will be referred directly to the Duty Principal or any member of duty team designated to deal with the incident who, in consultation with any staff concerned in the incident, will interview the student and will issue the appropriate sanction. Higher level sanctions include Internal Seclusion where a student completes work away from the student body in a dedicated teaching space or a Fixed Term Exclusion where a student is not to return to the Sixth Form for a fixed amount of time but not exceeding 5 days. These are guidelines only and the decision to seclude/Fixed term exclude will lie with the Principal who will be the arbiter on the seriousness of the incident. Internal Seclusion (Appendix 2 for Procedure, Appendix 8 for letter) For some instances where a Seclusion is deemed necessary, the following will apply: • • • •
Inappropriate use of the IT network: Seclusion1 to 3 days. Being rude to a member of staff: Seclusion 1 to 5 days. Foul and abusive language towards a student or member of staff: Seclusion 3 to 5 days. Incidents of discrimination towards a student or member of staff: Seclusion 3 to 5 days.
Fixed term Exclusion (Appendix 3 for Procedure, Appendix 9 for letter) For some instances where a fixed period of exclusion is deemed necessary the following will apply: • Bringing the Sixth Form into disrepute: Fixed Term Exclusion up to 5 days. • Fighting outside of a lesson: Fixed Term Exclusion 3 to 5 days. • Fighting in a lesson: 3 to 5 days Fixed Term Exclusion. • Failure to comply with the rules of the Seclusion area: Fixed Term Exclusion 1 day. If subject to a Fixed term Exclusion, the student will immediately be temporarily excluded for a fixed period of days and re-admitted by the relevant member of the management team according to the re admission schedule. On readmission, the student will be set targets and placed on an appropriate stage of support. If the incident is deemed serious enough for longer than 5 days, on the sixth day or longer, arrangements will be made to work in an internal exclusion site within one of the other Harris academies in the vicinity of their home address. If the matter is serious enough the Principal may decide to permanently exclude the student with a view to removing the student from the Sixth Form forthwith. In this case, the student will not be allowed to continue at the Sixth Form pending any successful appeal. Any such incidents will be referred to the Head of the Federation Sixth Form. Examples where this is appropriate will be but not exclusive: •
Violence towards a student or teacher.
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• • • • • •
Viewing of pornographic material on the IT network. Bringing an offensive weapon onto any site. Threatening behaviour towards a student or member of staff. Possession of equipment to use or use of an illegal substance or legal high on site. Intention or selling of equipment to use illegal substance or legal high on site. Intention or selling of illegal substance or legal high on site.
DCSF guidance published in September 2008 on Exclusions sets out model procedures of good practice, which inform Exclusion procedures at the Harris Sixth Form. Updates to the guidance will also be applied. This Policy covers Year 7 to Year 13. The maximum limit for a fixed term Exclusion is 45 Sixth Form days in any one academic year. The decision to exclude will be taken in response to breaches of the Sixth Form behaviour policy, or if allowing the student to remain in the Sixth Form the education or welfare of the student or others would be seriously harmed. Before making the decision to exclude, the Sixth Form will ensure that a thorough investigation has been carried out, including allowing the student to give his/her version of the events, seeking any witness accounts and considering any evidence of provocation (racial, sexual or otherwise). Please refer to Appendix 4 - 6 for record sheets used. Any record of previous misdemeanours will be taken into consideration and referred to in the correspondence to parent(s). No student will be sent off site before the end of the day unless contact has been established with parents/guardians. In the event of contact not being made, the student must remain on site, withdrawn from class until the end of the normal Sixth Form day. At the point of exclusion, a letter will be sent home by first-class post, stating the reason for the exclusion. Wherever possible, telephone contact will be made with parent(s) of the student informing them of the exclusion. All exclusions will be logged by the Student Officer and on the student’s file. The Chairman of Governors and the Chief Executive of the Federation and Chairman of the Disciplinary Committee of the Governing Body of the Sixth Form will be informed promptly of all permanent and/or temporary exclusions as appropriate. A student may be temporarily excluded for a fixed period of time for incidents of unacceptable behaviour or conduct whilst in the Sixth Form. A student may also be excluded for incidents which occur outside of Sixth Form which brings the Sixth Form into disrepute. In certain circumstances it may be necessary to have further investigation on the incident. In these instances a parent will be contacted to inform them of the decision and the student(s) will be placed in the Seclusion room until a decision has been made.
Reviewed by Andrew Barr March 2018 Next Review March 2019
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Appendix 1 Time Out Procedure
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Appendix 2 Seclusion Procedure
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Appendix 3: Fixed Term Exclusion Procedure Re-admittance Interview Procedure for Fixed Term Exclusions 1. First Fixed Term Exclusion: Re-admittance with the Assistant Principal. 2. Second Fixed Term Exclusion: Re-admittance with the Assistant Principal. 3. Third and subsequent Fixed Term Exclusions (Student must be placed on PSP at this stage): Re-admittance with Principal and Assistant Principal.
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Appendix 4: Incident Sheet HARRIS PROFESSIONAL SKILLS SIXTH FORM – INCIDENT REPORT SHEET Date: Please initial period(s) where you dealt with the incident Before Sixth Form Day
L1
L2
Break
L3
L4
Lunch
L5
L6
After Sixth Form Day
L7
Please tick appropriate boxes Actions
Cyber Bullying
Bullying Incident
Racial Context
Homophobic
Cyber Letter
FT Exclusion
Internal Seclusion
Reading Room
Verbal Warning
Phoned Home
Witness
Tutor Group or mark as ‘Staff’
Account Taken
Student / Staff Name(s)
Outline of Incident
Wording used for Seclusion or External Exclusion
Concluded by (ST) _________________________________________________ Date _ _ Behaviour / _ _ / _ _ for Learning Policy HPS6F 2018
Length (Days)
Time ________________________
NB: Special consideration of age, SEN any disability. If any incident has any racial or bullying (including cyber-bullying) context please highlight this when passing it to be filed, as a specific comment will be put on the Racial Incident file, the Bullying file, the Homophobic or the Cyber-Bullying file. Please attach accounts and photocopy to all student files.
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Appendix 5: Student Account Sheet
Student Account Name: ____________________________
Date: _________________________
Who else was involved?
Where did the incident take place?
1. _____________________
_______________________________________
2. _____________________ 3. _____________________ 4. _____________________
What time did the incident take place?
5. _____________________
_______________________________________
Was there any physical involvement? (For example: punching, kicking, pushing, etc)
Yes
No
Was any foul language/swearing used?
Yes
No
Explain what happened in your own words:
Use other side if you need more space cc:
attach to incident sheet
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Appendix 6: Staff Account Sheet
Staff Account Name: ____________________________
Date: _________________________
Please name students involved
Where did the incident take place?
1. _____________________
_______________________________________
2. _____________________ 3. _____________________ 4. _____________________
What time did the incident take place?
5. _____________________
_______________________________________
Outline of incident:
Use other side if you need more space cc:
Attach to incident sheet
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Appendix 7: Behaviour Contract Return from Exclusion: Behaviour contract Student name: ……………………………………………………………………… Tutor Group: ………………………………………………………………………… Date of return from exclusion meeting: …………………………………………………………………………………………… Time of return from exclusion meeting: …………………………………………………………………………………………... For a student to be temporarily excluded and placed on a contract is a very serious matter and it indicates that our normal disciplinary sanctions are being disregarded. Once a student and parent/carer has signed a contract promising good behaviour and attitude in future, any further breaches of discipline could put a student at risk of being permanently excluded from the Sixth Form. Out standards and expectations are very high. In addition to good behaviour and hard work in class, we also expect the same standards of conduct around the Sixth Form, in the neighbourhood and when visiting other schools. If a student, even outside Sixth Form time and Sixth Form boundaries, breaks the Sixth Form rules by, for example, fighting or stealing, the student will be disciplined as per our behaviour policy. It is not enough to be good in class. Students represent us in the community and should behave accordingly. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
My behaviour and attitude will be consistent with the aims and objectives of the Sixth Form. I will not bring the Sixth Form into disrepute and I shall endeavour to play a positive part in the life of the Sixth Form. My attitude to members of staff will be polite and cooperative at all times. My attitude to other students will be cooperative and I will respect them, as I would wish them to respect me. My behaviour in class will be good at all times. My behaviour in the corridors and around the Sixth Form will be good at all times. My work will be of the highest standard of which I am capable. I will attend school every day to achieve 100% attendance. I will be punctual to lessons and arrived at the Sixth Form by 8.30 each day. I will not be involved in any form of theft. I will not be violent or aggressive or use bad language. I adhere to the Sixth Form dress code at all times. I will not be involved in any form of vandalism. I will not use the Sixth Form resources inappropriately.
At risk of permanent exclusion
YES/NO
Target 1:
Target 2:
Target 3:
Student placed on report YES/NO Target Review date: ………………………………………………………………………………………………… Member of staff allocated for review: …………………………………………………………………………… Signed: ...………………………………………………………………………………………………………………(Student) Signed: ……………………………………………………………………………………………………………… (Parent/Carer) Signed: ……………………………………………………………………………………………………………… (Assistant Principal/Principal) Date: …………………………………………………………………………………………………………………
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Appendix 8: Internal Exclusion (Seclusion) letter «Contact_Name_» «Address_Line_1» «Address_Line_2» «Town» «Post_Code»
Monday 20th October 2017 «Student_Name» Internal exclusion –length of exclusion I am writing to inform you of my decision to internally exclude «Student_Name» for a fixed period of length of exclusion. This means he/she is required to attend the Sixth Form at the usual start time, however «Student_Name» will not be allowed to attend lessons and he/she will be expected to complete work in the seclusion area. The exclusion begins and ends on date seclusion starts and ends on date seclusion ends. «Student_Name» has been internally excluded for involvement in an unacceptable altercation during break I hope this sanction will deter «Student_Name» from further involvement in behaviours that detract from our prime role of teaching and learning to ensure that he/she is successful in his/her examinations at the end of the academic year. Should you wish to discuss the situation in more detail then please do not hesitate to contact the Sixth Form on (TBA) where you can speak to the Assistant Principal with responsibility for –name- pastoral care.
Yours sincerely,
Mr Barr Principal
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Appendix 9: Fixed Term Exclusion letter «Contact_Name_» «Address_Line_1» «Address_Line_2» «Town» «Post_Code» Friday 20th October 2017 Dear «Contact_Name_» «Student_Name» Fixed-Term Exclusion – period of exclusion I am writing to inform you of my decision to exclude «Student_Name» for a fixed period of – length of exclusion. This means he/she will not be allowed in the Sixth Form for this period. The exclusion begins and ends on date exclusion starts and ends on date exclusion ends. Your child should return to the Sixth Form on date after exclusion ends after a return from exclusion meeting. I realise that this exclusion may well be upsetting for you and your family, but my decision to exclude «Student_Name» has not been taken lightly. «Student_Name» has been excluded for the fixed period of length of exclusion for reason for exclusion. You have a duty to ensure that your child is not present in a public place in Sixth Form hours during this exclusion unless there is reasonable justification for this. I must warn you that you may receive a penalty notice from the local authority if your child is present in a public place during Sixth Form hours on the specified dates. If so, it will be for you to show reasonable justification. We will set work for «Student_Name» to be completed on the days specified in the previous paragraph. Please ensure that work set by the Sixth Form is completed and returned to us promptly for marking. You have the right to make a written statement to the Sixth Form Governing Body (Student) Discipline Committee. If you wish to do so please Address and Contact as soon as possible. Whilst the Sixth Form Governing Body Student Discipline Committee have no power to direct reinstatement, they must consider any representations you make and may place a copy of their findings on your child’s Sixth Form record You should also be aware that if you think this exclusion relates to a disability your child has, and you think disability discrimination has occurred, you have the right to appeal, and/or make a claim, to the First Tier Tribunal (Special Educational Needs and Disability) http://www.justice.gov.uk/tribunals/send. Making a claim would not affect your right to make representations to the Sixth Form Governing Body (Student) Discipline Committee.
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You have the right to request a copy of «Student_Name»’s Sixth Form record. Due to confidentiality restrictions, you will need to notify me in writing if you wish to be supplied with a copy of «Student_Name»’s Sixth Form record. I will be happy to supply you with a copy if you request it. There may be a charge for photocopying. (IF STUDENT RESIDES IN BROMLEY BOROUGH) You may wish to contact Margaret Brading (Behaviour Service, Education and Care Services, London Borough of Bromley, Civic Centre, Stockwell Close, Bromley, BR1 3UH) who can provide advice on 0208 461 7522 and/or [email protected] Parent Partnership and Choice Service, (Blenheim Children and Family Centre, Blenheim Road, Orpington, BR6 9BH) can also be contacted on 01689 881024 and/or [email protected] (IF STUDENT RESIDES IN CROYDON BOROUGH) You may wish to contact Paul Brightly-Jones and/or Diane Anthony (Exclusions and Reintegration, Department for Children, Families and Learning, Learning and Inclusion, 4th Floor, Zone A, Bernard Weatherill House, 8 Mint Walk, Croydon, CR0 1EA) who can provide advice on 0208 726 7438 and/or [email protected] or [email protected] Croydon Parent Partnership (Family Lives: South London, Tunstall Children’s Centre, Tunstall Road, Croydon, CR0 6TY) can also be contacted on 020 3131 3150 or [email protected] (IF STUDENT RESIDES IN LEWISHAM BOROUGH) You may wish to contact the Karen John (Inclusion Officer, Laurence House, 1 Catford Road, London, SE6 4RU) who can provide advice on 0208 314 7425. Lewisham Parent Partnership Service (Bellingham Childrens’ Centre, 109A Randlesdown Road, Bellingham, London, SE6 3HB) can also be contacted on 0208 698 2202 and/or [email protected] You may also find it useful to contact the Coram Children’s Legal Centre. They aim to provide free legal advice and information to parents on state education matters. They can be contacted on 0808 802 0008 or on http://www.childrenslegalcentre.com/. The advice line is open from 8am to 8pm Monday to Friday, except Bank Holidays and 24th December to 1st January. There will be a return from exclusion meeting on date and time with Mr Barr. It is expected that both you and «Student_Name» attend this meeting. If you are unable to make the meeting for any reason, please contact the Sixth Form as soon as possible on (TBA) Yours sincerely,
Mr Barr Principal
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Appendix 10: Behaviour Overview for Display
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• • • • •
Harris Professional Skills Sixth Form will build an educational community that is strongly focused on raising aspirations and achievement. We will aim to find at least one thing which every student is good at and which can be used to encourage and develop their potential. Students and staff will together strive for excellence by continuously improving on their personal best. Students will be equipped appropriately with the skills and competencies required for life in the 21st century, with a clear focus on mastery of the basic skills of literacy, numeracy and ICT at defined transition points. Everyone at the Sixth Form will be an effective learner responsible for his/her own development and learning. Team leadership and membership, and opportunities to be coaches and be coached, will secure continuous improvement throughout the Sixth Form. Creativity, innovation, problem solving and risk taking will be features in all aspects of Sixth Form life.
Harris Professional Skills Sixth Form will build an educational community that is welcoming, well ordered, and inclusive and in which diversity is celebrated. Statement of Principle Our expectations explicitly include the highest standards of behaviour, courtesy, respect for persons and property and the effective use of time and talent. These expectations relate to behaviour both within and outside the classroom, apply to all members of the learning community and are clearly summarised in Student’s Planners, Staff Handbook and Home Sixth Form Agreement.
AIMS The aims of the Culture for Learning Policy are to: • •
Determine the boundaries of acceptable and unacceptable behaviour, the graduated responses regarding rewards and sanctions and how these responses will be fairly and consistently applied by all. Provide a safe, purposeful and calm environment for learning, enabling teachers to teach and all to learn, free from disruption, violence, bullying and any form of harassment.
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• • •
Encourage positive relationships between staff, students, parents & carers and other stakeholders and agencies. Ensure a range of early intervention strategies are in place to both support good behaviours and challenge poor behaviours and help reduce the risk of both fixed and permanent exclusions. Make the policy clear easy to follow and be available for all parents as required by law.
OBJECTIVES Students: All students will follow the agreed Code of Conduct. This Code comprises Sixth Form expectations both within and outside the classroom, Equal Opportunities Statement, Safety Rules for all and should also be read in conjunction with Home / Sixth Form Agreement. Staff Teachers will be expected to model good practice in support of the behaviour policy demonstrating: • •
• •
• • • •
High expectations: Help students understand the boundaries for attendance, behaviour and levels of work. Early intervention: Prompt intervention will help to prevent further escalation of attendance, behaviour or underachievement. Ensuring the students understand that this will not be tolerated and action will follow where required. Positive Behaviour Management: Using agreed techniques of positive assertive discipline to help students recognise what good behaviour is. Identifying Issues: Prompt investigation into why a student has misbehaved. Are there issues accessing the curriculum? Is there literacy or numeracy weaknesses requiring additional support? Each member of Harris Professional Skills Sixth Form is responsible for seeking the appropriate support for a student who needs additional support. Rewarding Achievements: Positive recognition of students, classes and groups achievements in attendance, behaviour and attainment through the points system managed through the MIS. Learning Support: Ensure each student understands how to, and is given the tools to access the intended knowledge or skills expected. Providing Support Time: Provide activities or time for students to receive extra support or opportunities to extend their engagement through intervention and extension clubs or detention to ensure all reach the intended objectives. Sanctions: Harris Professional Skills Sixth Form staff members must always abide by the agreed sanctions process, applying the appropriate sanction consistently to highlight any inappropriate behaviour.
Parents Parents are members of the Sixth Form family. Each parent will be expected to fulfil their role in support of the Sixth Form behaviour policy.
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Parents will be expected to: • Support student attendance by helping to organise their morning routines; ensuring uniform is correct, bags are packed and students arrive on time consistently. • Support good behaviour through the re-enforcement of the expected levels of behaviour within the Sixth Form. • Attend all Parents’ Evenings to review student attendance, behaviour and achievement. • Attend all Parent - Teacher Meetings to discuss any attendance, misbehaviour or attainment issues. • Read, sign and return any letter forwarded to parents informing of any attendance, behaviour or attainment issues. • Support all Sixth Form decisions in support of their child’s education and welfare. Governors Governors will be expected to: • Review and ratify the behaviour policy annually in accordance with Section 88 of the Education and Inspections Act 2006 (Further guidance can be found in the DCSF publication ‘A Guide to the Law for School Governors’). • Regularly visit the Sixth Form to observe and monitor the implementation of the behavioural policy. • Attend all necessary meetings for pre and post exclusions. Others Any adult employed directly or indirectly will be expected to uphold the Sixth Form Culture for Learning Policy.
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Behaviour Points System (Appendix 10 for overview/display) A positive rewards philosophy is essential to encouraging students to work hard and achieve beyond expectations. Having a reward system which allows for more ‘instant’ acknowledgement allows the Sixth Form more opportunity to celebrate behaviour which will encourage good habits and excellent attainment. The Sixth Form operates a balancing point award system using a variety of manually inputted debits and credits and some automatically set by the MIS from the reading of key data for example attendance and Punctuality. Students can manage their behaviour to ensure that they can maintain the high standards expected of them by the Sixth Form. Operation • The behaviour system starts on a Monday and concludes on a Friday. • Some points are automatically given and do not need to be inputted by staff. • Points systems are only effective if all staff are consistent with their points entry. • Every Monday, students are reset to zero points. • On Monday morning, the points score accumulated for the previous week is displayed on the behaviour board and tutor boards with the outcome (rewards or sanctions). • On Wednesday morning, the mid-week points are displayed allowing students to see how they are progressing and to enable them to modify any behaviours that would lead to a sanction.
Positive Inputs
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Negative Inputs
Weekly Outcomes The MIS accumulates the point scores achieved at the end of a Sixth Form week and the outcomes are posted on the behaviour boards and tutor boards. Weekly Rewards • Bronze Certificate: • Silver Certificate: • Gold Certificate:
50 to 99 points 100 to149 points 150 +
Weekly Sanctions • Sixth Form Detention (letter home): -50 to-99 points • Sixth Form Detention , Discussion (phone call) with Parent/Carer (letter home): -100 to-149 points • Sixth Form Detention , Meeting with Parent/Carer (letter home): -150 points and below Other Outcomes The MIS accumulates point scores over half term, termly and the end of year to recognise excellent behaviour. Prizes are given for: • • • •
Highest Point Scorer – Male Highest Point Scorer - Female Highest Point Scorer – Overall 100% Attendance
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• • •
100% Punctuality Subject Awards: Achievement Subject Awards: Progress
End of Year Celebration At the end of the academic year a formal evening event will be held for all students. This will include the presentation of trophies and vouchers in recognition of student success.
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Example Outcomes of Students using the Points System
Time Out Low level disruption will not be tolerated at Harris Professional Skills Sixth Form. The expectation of full engagement in the programmes of study is requisite. The Sixth Form operates a warning system where teaching staff inform the student that their behaviour is unacceptable and needs to improve twice. On the third instance the teacher calls for the Duty Principal to remove the student where they are taken to the time out room. There may be instances when the warning system is inappropriate and the teacher can call the Duty Principal immediately. The Inclusion Officer debits the student 20 points on the MIS. The Inclusion Officer works with the student and assesses if they are ready to go back to the lesson. Students can be escorted back to the lesson after a minimum time of 10 minutes. If the Inclusion officer feels they are not ready to re-engage, they remain in the time out area completing work. Please refer to Appendix 1 for procedure.
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Serious Offences Serious Offences E.g. Aggressive behaviour towards staff including swearing, aggressive behaviour towards other students, vandalism, theft, bullying, unauthorised use of the Internet etc. Cases such as this are outside of the point score system and will be referred directly to the Duty Principal or any member of duty team designated to deal with the incident who, in consultation with any staff concerned in the incident, will interview the student and will issue the appropriate sanction. Higher level sanctions include Internal Seclusion where a student completes work away from the student body in a dedicated teaching space or a Fixed Term Exclusion where a student is not to return to the Sixth Form for a fixed amount of time but not exceeding 5 days. These are guidelines only and the decision to seclude/Fixed term exclude will lie with the Principal who will be the arbiter on the seriousness of the incident. Internal Seclusion (Appendix 2 for Procedure, Appendix 8 for letter) For some instances where a Seclusion is deemed necessary, the following will apply: • • • •
Inappropriate use of the IT network: Seclusion1 to 3 days. Being rude to a member of staff: Seclusion 1 to 5 days. Foul and abusive language towards a student or member of staff: Seclusion 3 to 5 days. Incidents of discrimination towards a student or member of staff: Seclusion 3 to 5 days.
Fixed term Exclusion (Appendix 3 for Procedure, Appendix 9 for letter) For some instances where a fixed period of exclusion is deemed necessary the following will apply: • Bringing the Sixth Form into disrepute: Fixed Term Exclusion up to 5 days. • Fighting outside of a lesson: Fixed Term Exclusion 3 to 5 days. • Fighting in a lesson: 3 to 5 days Fixed Term Exclusion. • Failure to comply with the rules of the Seclusion area: Fixed Term Exclusion 1 day. If subject to a Fixed term Exclusion, the student will immediately be temporarily excluded for a fixed period of days and re-admitted by the relevant member of the management team according to the re admission schedule. On readmission, the student will be set targets and placed on an appropriate stage of support. If the incident is deemed serious enough for longer than 5 days, on the sixth day or longer, arrangements will be made to work in an internal exclusion site within one of the other Harris academies in the vicinity of their home address. If the matter is serious enough the Principal may decide to permanently exclude the student with a view to removing the student from the Sixth Form forthwith. In this case, the student will not be allowed to continue at the Sixth Form pending any successful appeal. Any such incidents will be referred to the Head of the Federation Sixth Form. Examples where this is appropriate will be but not exclusive: •
Violence towards a student or teacher.
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• • • • • •
Viewing of pornographic material on the IT network. Bringing an offensive weapon onto any site. Threatening behaviour towards a student or member of staff. Possession of equipment to use or use of an illegal substance or legal high on site. Intention or selling of equipment to use illegal substance or legal high on site. Intention or selling of illegal substance or legal high on site.
DCSF guidance published in September 2008 on Exclusions sets out model procedures of good practice, which inform Exclusion procedures at the Harris Sixth Form. Updates to the guidance will also be applied. This Policy covers Year 7 to Year 13. The maximum limit for a fixed term Exclusion is 45 Sixth Form days in any one academic year. The decision to exclude will be taken in response to breaches of the Sixth Form behaviour policy, or if allowing the student to remain in the Sixth Form the education or welfare of the student or others would be seriously harmed. Before making the decision to exclude, the Sixth Form will ensure that a thorough investigation has been carried out, including allowing the student to give his/her version of the events, seeking any witness accounts and considering any evidence of provocation (racial, sexual or otherwise). Please refer to Appendix 4 - 6 for record sheets used. Any record of previous misdemeanours will be taken into consideration and referred to in the correspondence to parent(s). No student will be sent off site before the end of the day unless contact has been established with parents/guardians. In the event of contact not being made, the student must remain on site, withdrawn from class until the end of the normal Sixth Form day. At the point of exclusion, a letter will be sent home by first-class post, stating the reason for the exclusion. Wherever possible, telephone contact will be made with parent(s) of the student informing them of the exclusion. All exclusions will be logged by the Student Officer and on the student’s file. The Chairman of Governors and the Chief Executive of the Federation and Chairman of the Disciplinary Committee of the Governing Body of the Sixth Form will be informed promptly of all permanent and/or temporary exclusions as appropriate. A student may be temporarily excluded for a fixed period of time for incidents of unacceptable behaviour or conduct whilst in the Sixth Form. A student may also be excluded for incidents which occur outside of Sixth Form which brings the Sixth Form into disrepute. In certain circumstances it may be necessary to have further investigation on the incident. In these instances a parent will be contacted to inform them of the decision and the student(s) will be placed in the Seclusion room until a decision has been made.
Reviewed by Andrew Barr March 2018 Next Review March 2019
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Appendix 1 Time Out Procedure
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Appendix 2 Seclusion Procedure
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Appendix 3: Fixed Term Exclusion Procedure Re-admittance Interview Procedure for Fixed Term Exclusions 1. First Fixed Term Exclusion: Re-admittance with the Assistant Principal. 2. Second Fixed Term Exclusion: Re-admittance with the Assistant Principal. 3. Third and subsequent Fixed Term Exclusions (Student must be placed on PSP at this stage): Re-admittance with Principal and Assistant Principal.
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Appendix 4: Incident Sheet HARRIS PROFESSIONAL SKILLS SIXTH FORM – INCIDENT REPORT SHEET Date: Please initial period(s) where you dealt with the incident Before Sixth Form Day
L1
L2
Break
L3
L4
Lunch
L5
L6
After Sixth Form Day
L7
Please tick appropriate boxes Actions
Cyber Bullying
Bullying Incident
Racial Context
Homophobic
Cyber Letter
FT Exclusion
Internal Seclusion
Reading Room
Verbal Warning
Phoned Home
Witness
Tutor Group or mark as ‘Staff’
Account Taken
Student / Staff Name(s)
Outline of Incident
Wording used for Seclusion or External Exclusion
Concluded by (ST) _________________________________________________ Date _ _ Behaviour / _ _ / _ _ for Learning Policy HPS6F 2018
Length (Days)
Time ________________________
NB: Special consideration of age, SEN any disability. If any incident has any racial or bullying (including cyber-bullying) context please highlight this when passing it to be filed, as a specific comment will be put on the Racial Incident file, the Bullying file, the Homophobic or the Cyber-Bullying file. Please attach accounts and photocopy to all student files.
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Appendix 5: Student Account Sheet
Student Account Name: ____________________________
Date: _________________________
Who else was involved?
Where did the incident take place?
1. _____________________
_______________________________________
2. _____________________ 3. _____________________ 4. _____________________
What time did the incident take place?
5. _____________________
_______________________________________
Was there any physical involvement? (For example: punching, kicking, pushing, etc)
Yes
No
Was any foul language/swearing used?
Yes
No
Explain what happened in your own words:
Use other side if you need more space cc:
attach to incident sheet
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Appendix 6: Staff Account Sheet
Staff Account Name: ____________________________
Date: _________________________
Please name students involved
Where did the incident take place?
1. _____________________
_______________________________________
2. _____________________ 3. _____________________ 4. _____________________
What time did the incident take place?
5. _____________________
_______________________________________
Outline of incident:
Use other side if you need more space cc:
Attach to incident sheet
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Appendix 7: Behaviour Contract Return from Exclusion: Behaviour contract Student name: ……………………………………………………………………… Tutor Group: ………………………………………………………………………… Date of return from exclusion meeting: …………………………………………………………………………………………… Time of return from exclusion meeting: …………………………………………………………………………………………... For a student to be temporarily excluded and placed on a contract is a very serious matter and it indicates that our normal disciplinary sanctions are being disregarded. Once a student and parent/carer has signed a contract promising good behaviour and attitude in future, any further breaches of discipline could put a student at risk of being permanently excluded from the Sixth Form. Out standards and expectations are very high. In addition to good behaviour and hard work in class, we also expect the same standards of conduct around the Sixth Form, in the neighbourhood and when visiting other schools. If a student, even outside Sixth Form time and Sixth Form boundaries, breaks the Sixth Form rules by, for example, fighting or stealing, the student will be disciplined as per our behaviour policy. It is not enough to be good in class. Students represent us in the community and should behave accordingly. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
My behaviour and attitude will be consistent with the aims and objectives of the Sixth Form. I will not bring the Sixth Form into disrepute and I shall endeavour to play a positive part in the life of the Sixth Form. My attitude to members of staff will be polite and cooperative at all times. My attitude to other students will be cooperative and I will respect them, as I would wish them to respect me. My behaviour in class will be good at all times. My behaviour in the corridors and around the Sixth Form will be good at all times. My work will be of the highest standard of which I am capable. I will attend school every day to achieve 100% attendance. I will be punctual to lessons and arrived at the Sixth Form by 8.30 each day. I will not be involved in any form of theft. I will not be violent or aggressive or use bad language. I adhere to the Sixth Form dress code at all times. I will not be involved in any form of vandalism. I will not use the Sixth Form resources inappropriately.
At risk of permanent exclusion
YES/NO
Target 1:
Target 2:
Target 3:
Student placed on report YES/NO Target Review date: ………………………………………………………………………………………………… Member of staff allocated for review: …………………………………………………………………………… Signed: ...………………………………………………………………………………………………………………(Student) Signed: ……………………………………………………………………………………………………………… (Parent/Carer) Signed: ……………………………………………………………………………………………………………… (Assistant Principal/Principal) Date: …………………………………………………………………………………………………………………
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Appendix 8: Internal Exclusion (Seclusion) letter «Contact_Name_» «Address_Line_1» «Address_Line_2» «Town» «Post_Code»
Monday 20th October 2017 «Student_Name» Internal exclusion –length of exclusion I am writing to inform you of my decision to internally exclude «Student_Name» for a fixed period of length of exclusion. This means he/she is required to attend the Sixth Form at the usual start time, however «Student_Name» will not be allowed to attend lessons and he/she will be expected to complete work in the seclusion area. The exclusion begins and ends on date seclusion starts and ends on date seclusion ends. «Student_Name» has been internally excluded for involvement in an unacceptable altercation during break I hope this sanction will deter «Student_Name» from further involvement in behaviours that detract from our prime role of teaching and learning to ensure that he/she is successful in his/her examinations at the end of the academic year. Should you wish to discuss the situation in more detail then please do not hesitate to contact the Sixth Form on (TBA) where you can speak to the Assistant Principal with responsibility for –name- pastoral care.
Yours sincerely,
Mr Barr Principal
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Appendix 9: Fixed Term Exclusion letter «Contact_Name_» «Address_Line_1» «Address_Line_2» «Town» «Post_Code» Friday 20th October 2017 Dear «Contact_Name_» «Student_Name» Fixed-Term Exclusion – period of exclusion I am writing to inform you of my decision to exclude «Student_Name» for a fixed period of – length of exclusion. This means he/she will not be allowed in the Sixth Form for this period. The exclusion begins and ends on date exclusion starts and ends on date exclusion ends. Your child should return to the Sixth Form on date after exclusion ends after a return from exclusion meeting. I realise that this exclusion may well be upsetting for you and your family, but my decision to exclude «Student_Name» has not been taken lightly. «Student_Name» has been excluded for the fixed period of length of exclusion for reason for exclusion. You have a duty to ensure that your child is not present in a public place in Sixth Form hours during this exclusion unless there is reasonable justification for this. I must warn you that you may receive a penalty notice from the local authority if your child is present in a public place during Sixth Form hours on the specified dates. If so, it will be for you to show reasonable justification. We will set work for «Student_Name» to be completed on the days specified in the previous paragraph. Please ensure that work set by the Sixth Form is completed and returned to us promptly for marking. You have the right to make a written statement to the Sixth Form Governing Body (Student) Discipline Committee. If you wish to do so please Address and Contact as soon as possible. Whilst the Sixth Form Governing Body Student Discipline Committee have no power to direct reinstatement, they must consider any representations you make and may place a copy of their findings on your child’s Sixth Form record You should also be aware that if you think this exclusion relates to a disability your child has, and you think disability discrimination has occurred, you have the right to appeal, and/or make a claim, to the First Tier Tribunal (Special Educational Needs and Disability) http://www.justice.gov.uk/tribunals/send. Making a claim would not affect your right to make representations to the Sixth Form Governing Body (Student) Discipline Committee.
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You have the right to request a copy of «Student_Name»’s Sixth Form record. Due to confidentiality restrictions, you will need to notify me in writing if you wish to be supplied with a copy of «Student_Name»’s Sixth Form record. I will be happy to supply you with a copy if you request it. There may be a charge for photocopying. (IF STUDENT RESIDES IN BROMLEY BOROUGH) You may wish to contact Margaret Brading (Behaviour Service, Education and Care Services, London Borough of Bromley, Civic Centre, Stockwell Close, Bromley, BR1 3UH) who can provide advice on 0208 461 7522 and/or [email protected] Parent Partnership and Choice Service, (Blenheim Children and Family Centre, Blenheim Road, Orpington, BR6 9BH) can also be contacted on 01689 881024 and/or [email protected] (IF STUDENT RESIDES IN CROYDON BOROUGH) You may wish to contact Paul Brightly-Jones and/or Diane Anthony (Exclusions and Reintegration, Department for Children, Families and Learning, Learning and Inclusion, 4th Floor, Zone A, Bernard Weatherill House, 8 Mint Walk, Croydon, CR0 1EA) who can provide advice on 0208 726 7438 and/or [email protected] or [email protected] Croydon Parent Partnership (Family Lives: South London, Tunstall Children’s Centre, Tunstall Road, Croydon, CR0 6TY) can also be contacted on 020 3131 3150 or [email protected] (IF STUDENT RESIDES IN LEWISHAM BOROUGH) You may wish to contact the Karen John (Inclusion Officer, Laurence House, 1 Catford Road, London, SE6 4RU) who can provide advice on 0208 314 7425. Lewisham Parent Partnership Service (Bellingham Childrens’ Centre, 109A Randlesdown Road, Bellingham, London, SE6 3HB) can also be contacted on 0208 698 2202 and/or [email protected] You may also find it useful to contact the Coram Children’s Legal Centre. They aim to provide free legal advice and information to parents on state education matters. They can be contacted on 0808 802 0008 or on http://www.childrenslegalcentre.com/. The advice line is open from 8am to 8pm Monday to Friday, except Bank Holidays and 24th December to 1st January. There will be a return from exclusion meeting on date and time with Mr Barr. It is expected that both you and «Student_Name» attend this meeting. If you are unable to make the meeting for any reason, please contact the Sixth Form as soon as possible on (TBA) Yours sincerely,
Mr Barr Principal
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Appendix 10: Behaviour Overview for Display
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