Northumberland Park Community School Trulock Road, Tottenham ...
Northumberland Park Community School Trulock Road, Tottenham N17 0PG 28 Revised November 2015
BEHAVIOUR AT NORTHUMBERLAND PARK A successful education leads to good exam results which lead to a successful career, which is important for a happy and fulfilled life. The school is committed to:
Providing its students with well taught lessons each day Ensuring that students’ work is marked and assessed in a way that helps students progress Setting demanding but achievable targets for each student and helping each student achieve those targets Preventing students from spoiling lessons through disruptive or unacceptable behaviour Providing a safe and secure for students to work and relax
Your obligation to the school is to be part of our learning community. You must:
Attend school regularly Be punctual for school in the morning and for each lesson Behave sensibly in lessons and around the school in general, taking account of the needs and feelings of others Meet work deadlines including homework Know your academic targets and what you need to do to meet them Dress smartly according to the school’s uniform rules
2
27
Grade descriptors for personal development, behaviour and welfare Outstanding (1)
Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school. Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view. High quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life. Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average. Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare. For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained. Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying. Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language. The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have. Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation. Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society
26
3
4
25
This policy should be read in conjunction with:
Anti-Bullying policy
Health and Safety policy
Restraint Policy
Child Protection policy
Community Cohesion policy
SAFEGUARDING CHILDREN: We take the safety and well-being of our students very seriously. All staff undertake training in safeguarding and are given the school’s policy on joining Northumberland Park. As part of the school’s Safeguarding Children procedures, parents must note that if the school has any concerns about students, we are duty bound to report our concern to the relevant social services department.
The Headteacher and staff authorised by the Headteacher have the right to search students or their possessions, without consent, where they suspect the student has a ‘prohibited item’. Prohibited items are:
24
Knives and weapons Fireworks Alcohol Illegal drugs Stolen items Tobacco and cigarette papers
5
REWARDS The main reward the school can give to its students is to be an outstanding school. However, extra effort by students should be rewarded in a special way; this is why the following reward system has been introduced, so that students who are consistently well behaved, positive in attitude, hard working and unselfishly helpful are publicly recognised. The overall aim is that students’ behaviour in school is Student Action
Continuous good behaviour Good class work Being helpful Positive attitude Have collected 40; 80; 150 merits.
Reward Merit put on SIMS class register (Maximum of 50 merits per teacher per week) Letter/card of good conduct sent home to parents by teacher/Achievement Co-ordinator. Phone call home by all staff Awards Badges awarded: 40 = Bronze = Assembly presentation of certificate and £5:00 voucher 80 = Silver = As above + £10:00 voucher 150 = Gold = As for silver + £15:00 voucher.
In possession of a gold award at the end of each term.
Name list and small photo display of students with badges
Exceptional academic effort / work (only two students each term, per year group, nominated by staff)
Hall of Fame: large photo of student with short written piece explaining their exceptional academic success.
The student with the highest number of merits in each year group at the end of June.
Students will have their end of year trip paid for or presented with vouchers to the value of £20
6
23
Classroom The NPCS student will:
Enter the classroom ready to work
Take off outdoor coats, scarves and gloves and have the full school uniform visible
Sit down as instructed by the classroom teacher according to the seating plan
Be prepared with the necessary equipment
Work positively & respectfully with other students and the adults in the classroom
Be attentive, positive and ready to learn
The NPCS student will not:
22
Shout out across the classroom
Get out of his/her seat without permission
Make negative comments to staff or students
Disrupt other learners
Chew gum or eat in the lesson
Take out combs, mirrors or any other personal items that are not relevant for the lesson, including mobile phones
7
On the school premises or in the school building
Students must:
Wear black outdoor jackets without a big logo (no bigger than 7.5cm on the back and front)
Walk on the left quietly in a sensible manner in school
Be polite and courteous to others
Students must not:
Chew bubble or chewing gum at anytime
Leave the Purple Diner with food items
Use electrical items including mobile phones during registrations, in between or during lessons
Make negative comments to others in the school community to insult or hurt them in anyway
A number of sanctions may apply for breaking the above rules, from detentions to letters/phone calls home
8
21
20
9
POLICY FOR STUDENT SUPPORT, GUIDANCE AND BEHAVIOUR MANAGEMENT Discriminatory Behaviour – The school places a priority on equality of opportunity. Behaviour by any member of the school’s community which is of a racist, or sexist nature, or which victimises a person on the grounds of sexual orientation or disability is regarded as extremely serious.
4.15.0 Restorative Centre—Where there is a breach of the School’s code of conduct, students will firstly be considered to spend between 1-5 days in in the restorative centre (RC) as long as their time in the RC does not pose a health & safety risk to students and adults on the premises. 4.15.1 Exclusion – As a general rule of thumb exclusion is resorted to when all other reasonable steps have been taken to support a student and to guide his/her behaviour. Occasionally exclusion will be the result of a single, serious instance of misconduct or a series of serious incidents. By excluding a student the school is making a statement that the right of other students to be taught free from distraction and disruption and/or to be safe, is now the priority.
Stage 4
Students who continue to be of serious concern despite the intervention of SEAL (Social & Emotional Aspects of Learning) SSC (Student Support Centre) sessions and any other support, will have a Pupil Support Plan (PSP) drawn up with their AC or AAC. This will be reviewed within 3 weeks. Support may also be sought from outside agencies such as Haringey –on –Track, Youth, Community Participation Service and any other service deemed necessary. This may mean seeking an alternative provision off site Where the PSP targets have not been met on 2 occasions, then a Common Assessment Form (CAF) will be completed and referral made for further support. In addition, students may face a behaviour review with a school governor. A student may be taken before a school governor for a behaviour review meeting where: i) the student has been sent to the referral room 10 or more times in a term ii) a student has accumulated 15 referrals, during the academic year iii) the student has faced 3 fixed term exclusions or has been sent to the Restorative Centre 3 times during the academic year.
All hearings will be attended by the student, parents and the Achievement Co-ordinator.
10
19
Stage 3
The student will be issued with a letter to take home and a copy to be posted home informing them of a day to be spent in the RC. Following the day in the RC, the student will be placed on report for a week.
Further arrangements may be made for him/her by the Pastoral team/ SLT should the RC not be an option.
Students issued with 2 referrals in a day or 3 or more in a week will spend a day in the Restorative Centre. They will follow the 6 period day with the school day ending at 4pm. A letter will be sent home informing parents/carers of the appropriate sanction. The student will be given a copy of the letter to take home.
Students who fail to serve the day in the Restorative Centre will be recommended for a fixed term exclusion. Parents will be informed by letter when a student has been recommended to spend a day or more in the Restorative Centre. Also a text message will be sent.
18
There is a possibility that exclusion will in itself be an effective sanction and cause a student to rethink his/her attitude and behaviour. Most frequently, however, exclusion on its own will not bring about positive outcomes and needs to be undertaken as part of a structured review process and reintegration programme. This especially applies to vulnerable students such as those with special educational needs and looked after children. It is to be noted that there is a legal requirement for parents to keep a student at home, indoors and off the streets during a period of exclusion. 4.15.2 The only person legally empowered to exclude a student from school is the Headteacher, or the member of staff who is deputising for the Headteacher in her absence. An exclusion cannot take place prior to consulting with the Headteacher or the person deputising for her. 4.15.3 Zero tolerance in relation to fixed term and permanent exclusion – There are a number of circumstances when, having established a student’s responsibility for unacceptable behaviour, the student will automatically be excluded for five school days. Following further investigation some instances will lead to a recommendation for permanent exclusion depending on the circumstances. N.B. students will not be permanently excluded in the first instance. All permanent exclusions will be preceded by a fixed term exclusion of at least five days to provide an opportunity to fully investigate the student’s culpability.
11
4.15.3 (Cont.) The circumstances where zero tolerance applies are –
Physical aggression/Abusive Action Serious acts of violence against another student or a member of staff leading to injury, or repeated violence against the same victim where exclusion has already been undertaken will result in permanent exclusion.
A student cannot be sent to the referral room for the second
time by the same teacher if a meeting has not taken place following the first referral. If the first meeting has not taken place, the relevant teacher
will arrange for the student to work with another teacher within the department until the second meeting has taken place.
Aggressive / Abusive actions which represent a challenge to the school’s authority such as to undermine the maintenance of future good discipline.
Stage 2
Possession of weapons. The use or attempted use of weapons including knives, fire arms, knuckle dusters, razor blades, clubs and the use of ’everyday items’ such as belts & combs will result in permanent exclusion.
Should students fail to turn up for their first meeting, a further meeting is to be arranged. The Head of Department must be informed
The possession of proscribed substances including tobacco, drugs and alcohol. The act of passing on or selling such substances on school premises, or attempting to do so will result in permanent exclusion.
Failure by the student to attend the second arranged meeting, the student’s name must be passed to the Assistant Headteacher responsible for behaviour with the dates and times of when the meetings were arranged.
The possession or use of explosives including fireworks on school premises will result in permanent exclusion.
Racist and sexist conduct, discriminatory behaviour directed at people with disabilities or homophobic conduct. If such conduct is repeated involving the same victim, where exclusion has occurred previously, the result will be permanent exclusion.
Health & Safety Where a student’s behaviour puts all students and staff at serious risk of harm, including themselves
The student will move on to Stage 3 The Assistant Headteacher will pass the name and details of the student to the relevant Achievement Co-ordinator. The student will be discussed at Student Support Panel meeting.
All listed zero tolerance issues will always lead to recommendations for permanent exclusion.
12
17
4.15.4 Other circumstances where exclusion may be an outcome are: abusive behaviour, bullying, dishonesty including theft, repeated deliberate disobedience.
LEVEL 2 Students who are involved in:
Refusing to leave the room when requested Verbally abusing staff Threat or intimidation Physical violence Aggressive behaviour, including damage to furniture.
SLT or the Pastoral team should be contacted immediately via the ALERT email or send for support from HOD or the Referral Room Stage 1 (Referral Room) Further consequences will follow once sent due to one of the above The student will be issued with a B1 with his or her details, in-
cluding the time for the post referral meeting. The B1 will be taken to the referral room and given to a member of staff. The student will then be asked to complete a B3(students will be given a copy for their post referral meeting) and then continue with the class work sent with him/her. The subject teacher will complete a B2 by the end of the day (this can be submitted the following morning provided the REF.group has been informed of it’s arrival) and follow up the referral with a meeting at the agreed time with the student before the next lesson. It’s the student’s responsibility to return to the subject teacher. The teacher must inform the ‘REF’ group that the referral has
been resolved.
16
4.15.5 All students who are formally excluded will be placed on the targeted support list by the member of SLT coordinating behaviour management, who will assign a support teacher to the student. The support teacher will have a reintegration meeting with the student within two school days following the student’s return to school. The student’s parent/carer will be invited to the meeting and the support teacher will complete an Initial Meeting and Monthly Review Meeting Report which will be emailed to the student’s Achievement Coordinator (AC), a member of The Senior Leadership Team member (SLT) and the student’s parent/carer. If the parent/carer does not have an email address a copy of the report will be posted. 4.15.6 Keeping children safe in education is our priority. This school works in partnership with the wider school community to ensure Children and their families are safeguarded from radicalisation and extremism. In line with the PREVENT duty we will ensure that all staff and governors are trained, informed, recognise vulnerability and mitigate the risks. We will produce an action plan to mitigate identified risks and ensure the curriculum embeds British Values, teaching our staff, children and visitors to be tolerant and have respect for all faiths within out multi-cultural society. This is under pinned by a range of other school policies including ‘e’ safety, curriculum, staffing and safer recruitment. Our school’s statement of values respects learner and staff diversity, encourages freedom and openness and promotes the learner voice Keeping Children Safe in Education – March 2015 Student Conduct and Misbehaviour Outside the School Premises A teacher may discipline a student for: Any misbehaviour when the student is: taking part in any school organised educational visit travelling to or from school or
13
wearing the school uniform or in some other way identifiable as a student at this school
Or misbehaviour at any time, whether or not the conditions above apply, that: Could have repercussions for the orderly running of the school which includes e-safety/cyber bullying such as text messages, facebook, WhatsApp, Twitter or Poses a threat to another student or member of the public or Could adversely affect the reputation of the school. Failure to comply with staff instructions Students may face consequences if you are in the company of others when they are involved in negative behaviour. OUT-OF-SCHOOL BEHAVIOUR Northumberland Park Community School is committed to ensuring our students act as ambassadors. Taking the above into account, we expect the following: Good order on all transport to and from school and all educational visits Good behaviour on the way to and from school Positive behaviour which does not threaten the health, safety or welfare of our students, staff, visitors or members of the public. Reassurance to members of the public about school care and control over students in order to protect the reputation of the school. Protection for individual staff and students from harmful conduct by students of the school when not on the school premises. The same behaviour and expectations for students on the school premises apply to off-site behaviour.
14
ATTITUDE TO LEARNING Students who are involved in displaying a poor attitude to learning in any form, may be withdrawn from mainstream lessons and placed in the Restorative Centre. Students will follow a 6 period day starting at 9.15am and finishing at 4pm. They will be isolated from other students, having shorter break and lunch times separately from the rest of the school. Negative behaviour may include the following: play fighting and fighting, verbal abuse of other members of the school community, failure to comply with staff instructions, bullying, theft, destruction of personal property and school property. The school is actively engaged in restorative approaches to resolving issues, hence this method may be deemed more appropriate to have successful outcomes providing both parties are in agreement for this to take place. Referral from a lesson due to Low Level Disruption Students will be sent to the referral room with work for the following low level disruptive behaviour:
Not bringing the right equipment Use of mobile phones or other electrical devices Being slow to start work or follow instructions Talking unnecessarily or chatting Calling out without permission Showing a lack of respect for each other and staff
Three (3) LLD referrals will lead to a day in the Restorative Centre Five (5) LLD referrals will to a further 3 days in the Restorative Centre with an assessment for support.
Parents will be informed via a text message when the student has been sent to the referral room
15
BEHAVIOUR AT NORTHUMBERLAND PARK A successful education leads to good exam results which lead to a successful career, which is important for a happy and fulfilled life. The school is committed to:
Providing its students with well taught lessons each day Ensuring that students’ work is marked and assessed in a way that helps students progress Setting demanding but achievable targets for each student and helping each student achieve those targets Preventing students from spoiling lessons through disruptive or unacceptable behaviour Providing a safe and secure for students to work and relax
Your obligation to the school is to be part of our learning community. You must:
Attend school regularly Be punctual for school in the morning and for each lesson Behave sensibly in lessons and around the school in general, taking account of the needs and feelings of others Meet work deadlines including homework Know your academic targets and what you need to do to meet them Dress smartly according to the school’s uniform rules
2
27
Grade descriptors for personal development, behaviour and welfare Outstanding (1)
Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school. Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view. High quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life. Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average. Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare. For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained. Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying. Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language. The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have. Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation. Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society
26
3
4
25
This policy should be read in conjunction with:
Anti-Bullying policy
Health and Safety policy
Restraint Policy
Child Protection policy
Community Cohesion policy
SAFEGUARDING CHILDREN: We take the safety and well-being of our students very seriously. All staff undertake training in safeguarding and are given the school’s policy on joining Northumberland Park. As part of the school’s Safeguarding Children procedures, parents must note that if the school has any concerns about students, we are duty bound to report our concern to the relevant social services department.
The Headteacher and staff authorised by the Headteacher have the right to search students or their possessions, without consent, where they suspect the student has a ‘prohibited item’. Prohibited items are:
24
Knives and weapons Fireworks Alcohol Illegal drugs Stolen items Tobacco and cigarette papers
5
REWARDS The main reward the school can give to its students is to be an outstanding school. However, extra effort by students should be rewarded in a special way; this is why the following reward system has been introduced, so that students who are consistently well behaved, positive in attitude, hard working and unselfishly helpful are publicly recognised. The overall aim is that students’ behaviour in school is Student Action
Continuous good behaviour Good class work Being helpful Positive attitude Have collected 40; 80; 150 merits.
Reward Merit put on SIMS class register (Maximum of 50 merits per teacher per week) Letter/card of good conduct sent home to parents by teacher/Achievement Co-ordinator. Phone call home by all staff Awards Badges awarded: 40 = Bronze = Assembly presentation of certificate and £5:00 voucher 80 = Silver = As above + £10:00 voucher 150 = Gold = As for silver + £15:00 voucher.
In possession of a gold award at the end of each term.
Name list and small photo display of students with badges
Exceptional academic effort / work (only two students each term, per year group, nominated by staff)
Hall of Fame: large photo of student with short written piece explaining their exceptional academic success.
The student with the highest number of merits in each year group at the end of June.
Students will have their end of year trip paid for or presented with vouchers to the value of £20
6
23
Classroom The NPCS student will:
Enter the classroom ready to work
Take off outdoor coats, scarves and gloves and have the full school uniform visible
Sit down as instructed by the classroom teacher according to the seating plan
Be prepared with the necessary equipment
Work positively & respectfully with other students and the adults in the classroom
Be attentive, positive and ready to learn
The NPCS student will not:
22
Shout out across the classroom
Get out of his/her seat without permission
Make negative comments to staff or students
Disrupt other learners
Chew gum or eat in the lesson
Take out combs, mirrors or any other personal items that are not relevant for the lesson, including mobile phones
7
On the school premises or in the school building
Students must:
Wear black outdoor jackets without a big logo (no bigger than 7.5cm on the back and front)
Walk on the left quietly in a sensible manner in school
Be polite and courteous to others
Students must not:
Chew bubble or chewing gum at anytime
Leave the Purple Diner with food items
Use electrical items including mobile phones during registrations, in between or during lessons
Make negative comments to others in the school community to insult or hurt them in anyway
A number of sanctions may apply for breaking the above rules, from detentions to letters/phone calls home
8
21
20
9
POLICY FOR STUDENT SUPPORT, GUIDANCE AND BEHAVIOUR MANAGEMENT Discriminatory Behaviour – The school places a priority on equality of opportunity. Behaviour by any member of the school’s community which is of a racist, or sexist nature, or which victimises a person on the grounds of sexual orientation or disability is regarded as extremely serious.
4.15.0 Restorative Centre—Where there is a breach of the School’s code of conduct, students will firstly be considered to spend between 1-5 days in in the restorative centre (RC) as long as their time in the RC does not pose a health & safety risk to students and adults on the premises. 4.15.1 Exclusion – As a general rule of thumb exclusion is resorted to when all other reasonable steps have been taken to support a student and to guide his/her behaviour. Occasionally exclusion will be the result of a single, serious instance of misconduct or a series of serious incidents. By excluding a student the school is making a statement that the right of other students to be taught free from distraction and disruption and/or to be safe, is now the priority.
Stage 4
Students who continue to be of serious concern despite the intervention of SEAL (Social & Emotional Aspects of Learning) SSC (Student Support Centre) sessions and any other support, will have a Pupil Support Plan (PSP) drawn up with their AC or AAC. This will be reviewed within 3 weeks. Support may also be sought from outside agencies such as Haringey –on –Track, Youth, Community Participation Service and any other service deemed necessary. This may mean seeking an alternative provision off site Where the PSP targets have not been met on 2 occasions, then a Common Assessment Form (CAF) will be completed and referral made for further support. In addition, students may face a behaviour review with a school governor. A student may be taken before a school governor for a behaviour review meeting where: i) the student has been sent to the referral room 10 or more times in a term ii) a student has accumulated 15 referrals, during the academic year iii) the student has faced 3 fixed term exclusions or has been sent to the Restorative Centre 3 times during the academic year.
All hearings will be attended by the student, parents and the Achievement Co-ordinator.
10
19
Stage 3
The student will be issued with a letter to take home and a copy to be posted home informing them of a day to be spent in the RC. Following the day in the RC, the student will be placed on report for a week.
Further arrangements may be made for him/her by the Pastoral team/ SLT should the RC not be an option.
Students issued with 2 referrals in a day or 3 or more in a week will spend a day in the Restorative Centre. They will follow the 6 period day with the school day ending at 4pm. A letter will be sent home informing parents/carers of the appropriate sanction. The student will be given a copy of the letter to take home.
Students who fail to serve the day in the Restorative Centre will be recommended for a fixed term exclusion. Parents will be informed by letter when a student has been recommended to spend a day or more in the Restorative Centre. Also a text message will be sent.
18
There is a possibility that exclusion will in itself be an effective sanction and cause a student to rethink his/her attitude and behaviour. Most frequently, however, exclusion on its own will not bring about positive outcomes and needs to be undertaken as part of a structured review process and reintegration programme. This especially applies to vulnerable students such as those with special educational needs and looked after children. It is to be noted that there is a legal requirement for parents to keep a student at home, indoors and off the streets during a period of exclusion. 4.15.2 The only person legally empowered to exclude a student from school is the Headteacher, or the member of staff who is deputising for the Headteacher in her absence. An exclusion cannot take place prior to consulting with the Headteacher or the person deputising for her. 4.15.3 Zero tolerance in relation to fixed term and permanent exclusion – There are a number of circumstances when, having established a student’s responsibility for unacceptable behaviour, the student will automatically be excluded for five school days. Following further investigation some instances will lead to a recommendation for permanent exclusion depending on the circumstances. N.B. students will not be permanently excluded in the first instance. All permanent exclusions will be preceded by a fixed term exclusion of at least five days to provide an opportunity to fully investigate the student’s culpability.
11
4.15.3 (Cont.) The circumstances where zero tolerance applies are –
Physical aggression/Abusive Action Serious acts of violence against another student or a member of staff leading to injury, or repeated violence against the same victim where exclusion has already been undertaken will result in permanent exclusion.
A student cannot be sent to the referral room for the second
time by the same teacher if a meeting has not taken place following the first referral. If the first meeting has not taken place, the relevant teacher
will arrange for the student to work with another teacher within the department until the second meeting has taken place.
Aggressive / Abusive actions which represent a challenge to the school’s authority such as to undermine the maintenance of future good discipline.
Stage 2
Possession of weapons. The use or attempted use of weapons including knives, fire arms, knuckle dusters, razor blades, clubs and the use of ’everyday items’ such as belts & combs will result in permanent exclusion.
Should students fail to turn up for their first meeting, a further meeting is to be arranged. The Head of Department must be informed
The possession of proscribed substances including tobacco, drugs and alcohol. The act of passing on or selling such substances on school premises, or attempting to do so will result in permanent exclusion.
Failure by the student to attend the second arranged meeting, the student’s name must be passed to the Assistant Headteacher responsible for behaviour with the dates and times of when the meetings were arranged.
The possession or use of explosives including fireworks on school premises will result in permanent exclusion.
Racist and sexist conduct, discriminatory behaviour directed at people with disabilities or homophobic conduct. If such conduct is repeated involving the same victim, where exclusion has occurred previously, the result will be permanent exclusion.
Health & Safety Where a student’s behaviour puts all students and staff at serious risk of harm, including themselves
The student will move on to Stage 3 The Assistant Headteacher will pass the name and details of the student to the relevant Achievement Co-ordinator. The student will be discussed at Student Support Panel meeting.
All listed zero tolerance issues will always lead to recommendations for permanent exclusion.
12
17
4.15.4 Other circumstances where exclusion may be an outcome are: abusive behaviour, bullying, dishonesty including theft, repeated deliberate disobedience.
LEVEL 2 Students who are involved in:
Refusing to leave the room when requested Verbally abusing staff Threat or intimidation Physical violence Aggressive behaviour, including damage to furniture.
SLT or the Pastoral team should be contacted immediately via the ALERT email or send for support from HOD or the Referral Room Stage 1 (Referral Room) Further consequences will follow once sent due to one of the above The student will be issued with a B1 with his or her details, in-
cluding the time for the post referral meeting. The B1 will be taken to the referral room and given to a member of staff. The student will then be asked to complete a B3(students will be given a copy for their post referral meeting) and then continue with the class work sent with him/her. The subject teacher will complete a B2 by the end of the day (this can be submitted the following morning provided the REF.group has been informed of it’s arrival) and follow up the referral with a meeting at the agreed time with the student before the next lesson. It’s the student’s responsibility to return to the subject teacher. The teacher must inform the ‘REF’ group that the referral has
been resolved.
16
4.15.5 All students who are formally excluded will be placed on the targeted support list by the member of SLT coordinating behaviour management, who will assign a support teacher to the student. The support teacher will have a reintegration meeting with the student within two school days following the student’s return to school. The student’s parent/carer will be invited to the meeting and the support teacher will complete an Initial Meeting and Monthly Review Meeting Report which will be emailed to the student’s Achievement Coordinator (AC), a member of The Senior Leadership Team member (SLT) and the student’s parent/carer. If the parent/carer does not have an email address a copy of the report will be posted. 4.15.6 Keeping children safe in education is our priority. This school works in partnership with the wider school community to ensure Children and their families are safeguarded from radicalisation and extremism. In line with the PREVENT duty we will ensure that all staff and governors are trained, informed, recognise vulnerability and mitigate the risks. We will produce an action plan to mitigate identified risks and ensure the curriculum embeds British Values, teaching our staff, children and visitors to be tolerant and have respect for all faiths within out multi-cultural society. This is under pinned by a range of other school policies including ‘e’ safety, curriculum, staffing and safer recruitment. Our school’s statement of values respects learner and staff diversity, encourages freedom and openness and promotes the learner voice Keeping Children Safe in Education – March 2015 Student Conduct and Misbehaviour Outside the School Premises A teacher may discipline a student for: Any misbehaviour when the student is: taking part in any school organised educational visit travelling to or from school or
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wearing the school uniform or in some other way identifiable as a student at this school
Or misbehaviour at any time, whether or not the conditions above apply, that: Could have repercussions for the orderly running of the school which includes e-safety/cyber bullying such as text messages, facebook, WhatsApp, Twitter or Poses a threat to another student or member of the public or Could adversely affect the reputation of the school. Failure to comply with staff instructions Students may face consequences if you are in the company of others when they are involved in negative behaviour. OUT-OF-SCHOOL BEHAVIOUR Northumberland Park Community School is committed to ensuring our students act as ambassadors. Taking the above into account, we expect the following: Good order on all transport to and from school and all educational visits Good behaviour on the way to and from school Positive behaviour which does not threaten the health, safety or welfare of our students, staff, visitors or members of the public. Reassurance to members of the public about school care and control over students in order to protect the reputation of the school. Protection for individual staff and students from harmful conduct by students of the school when not on the school premises. The same behaviour and expectations for students on the school premises apply to off-site behaviour.
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ATTITUDE TO LEARNING Students who are involved in displaying a poor attitude to learning in any form, may be withdrawn from mainstream lessons and placed in the Restorative Centre. Students will follow a 6 period day starting at 9.15am and finishing at 4pm. They will be isolated from other students, having shorter break and lunch times separately from the rest of the school. Negative behaviour may include the following: play fighting and fighting, verbal abuse of other members of the school community, failure to comply with staff instructions, bullying, theft, destruction of personal property and school property. The school is actively engaged in restorative approaches to resolving issues, hence this method may be deemed more appropriate to have successful outcomes providing both parties are in agreement for this to take place. Referral from a lesson due to Low Level Disruption Students will be sent to the referral room with work for the following low level disruptive behaviour:
Not bringing the right equipment Use of mobile phones or other electrical devices Being slow to start work or follow instructions Talking unnecessarily or chatting Calling out without permission Showing a lack of respect for each other and staff
Three (3) LLD referrals will lead to a day in the Restorative Centre Five (5) LLD referrals will to a further 3 days in the Restorative Centre with an assessment for support.
Parents will be informed via a text message when the student has been sent to the referral room
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