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Ready to Learn - and Governor Statement That Informs the Policy Page 1 of 28 Requisite: Legal Requirement Responsible Committee: Full Governing Body Vers

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Ready to Learn - and Governor Statement That Informs the Policy Page 1 of 28 Requisite: Legal Requirement Responsible Committee: Full Governing Body Vers TDAP022H BEHAVIOUR and EXCLUSIONS POLICY – Ready to Learn - and Governor statement that informs the policy Page 1 of 28 Requisite: legal requirement Responsible Committee: Full Governing Body Vers. Approval Date Committee Head Chair Next Review Date F 22/06/2017 FGB 01/06/2018 G 26/09/2018 FGB 01/09/2020 H 08/07/2020 FGB 01/09/2022 Governors’ Statement of Principles which informs the Behaviour and exclusions policy We believe that exemplary behaviour is essential to allow all our students to achieve outstanding outcomes. Exemplary behaviour promotes high standards of learning; high standards of teaching and learning promotes exemplary behaviour. No student has the right to disrupt the learning of others. Teachers will have disruption free classrooms in which they can teach and pupils will have disruption free classrooms in which they can learn. We believe in a culture of inclusion, equal opportunities and respect for all members of our community and in the importance of self-discipline and self-esteem. Discrimination in any form is not tolerated. We recognise that students with particular emotional or behavioural needs may require support to achieve the expected standard of behaviour; however, making excuses for poor behaviour will not enable all students to thrive and achieve outcomes that will increase their opportunities and life chances. We view as essential a system of rewards to recognise consistently good or improving behaviour and attendance, as well as to celebrate success and recognise achievement, and sanctions where standards fall below an expected level. These rewards and sanctions are applied consistently and fairly. Individual students’ behaviour is monitored and their parents or carers are kept informed. Introduction from the Headteacher ‘High standards of learning in the classroom requires high expectations of behaviour, clear boundaries and a ‘no excuses’ culture. All students have the right to these high standards, regardless of their background, advantage or disadvantage. Disruption to learning of any kind will not be tolerated. To lower our expectation is to lower the life chances of our students – ‘tough love’ is what is needed to bridge the gap. At The Dorcan Academy, we care enough to ensure that all students at all times meet these high standards. ‘ Sherryl Bareham Headteacher The Dorcan Academy, St. Paul’s Drive, Swindon, Wiltshire SN3 5DA 25. August 2020 *The Governing Body’s legal responsibility for safeguarding the welfare of children goes beyond basic child protection procedures. The duty is now to ensure that safeguarding permeates all activity and functions. This policy therefore complements and supports a range of other policies (Appendix 2) TDAP022H BEHAVIOUR and EXCLUSIONS POLICY – Ready to Learn - and Governor statement that informs the policy Page 2 of 28 This policy document contains: 1. Introduction 2. Academy expectations 3. Binary Behaviour Process 4. Mobile phone policy 5. Miscellaneous items policy 6. Uniform and Equipment policy 7. Rewards 8. Exclusions Introduction: 1. The ‘Ready to Learn’ Policy The Academy has an effective Behaviour Policy which explains clearly its approach to behaviour for learning and conduct, and the schedule of rewards and sanctions as set out. On a lesson by lesson basis, students have one simple choice, to either be in class working hard and progressing with their learning or to be isolated from their peers for a period of one working day so that the learning of others is not disrupted. 1.1 Examples of behaviours which disrupt learning are: • lateness to lesson • lack of equipment • not listening to or following teachers’ instructions • lack of engagement • lack of participation • low level, ‘off task’ chat of social issues • out of seat • shouting out 1.2 To be Outstanding for Personal Development Behaviour and Welfare The aim of the ‘Ready to Learn’ Behaviour system is to ensure that students learn in a disruption free environment. Ofsted Grade Descriptors for Outstanding for Behaviour and attitudes. Outstanding (1) • The school meets all the criteria for good in behaviour and attitudes securely and consistently. • Behaviour and attitudes are exceptional. In addition, the following apply: • Pupils behave with consistently high levels of respect for others. They play a highly positive role in creating a school environment in which commonalities are identified The Dorcan Academy, St. Paul’s Drive, Swindon, Wiltshire SN3 5DA 25. August 2020 *The Governing Body’s legal responsibility for safeguarding the welfare of children goes beyond basic child protection procedures. The duty is now to ensure that safeguarding permeates all activity and functions. This policy therefore complements and supports a range of other policies (Appendix 2) TDAP022H BEHAVIOUR and EXCLUSIONS POLICY – Ready to Learn - and Governor statement that informs the policy Page 3 of 28 and celebrated, difference is valued and nurtured, and bullying, harassment and violence are never tolerated. • Pupils consistently have highly positive attitudes and commitment to their education. They are highly motivated and persistent in the face of difficulties. Pupils make a highly positive, tangible contribution to the life of the school and/or the wider community. Pupils actively support the wellbeing of other pupils. • Pupils behave consistently well, demonstrating high levels of self-control and consistently positive attitudes to their education. If pupils struggle with this, the school takes intelligent, fair and highly effective action to support them to succeed in their education. Good (2) • The school has high expectations for pupils’ behaviour and conduct. These expectations are commonly understood and applied consistently and fairly. This is reflected in pupils’ positive behaviour and conduct. Low-level disruption is not tolerated and pupils’ behaviour does not disrupt lessons or the day-to-day life of the school. Leaders support all staff well in managing pupil behaviour. Staff make sure that pupils follow appropriate routines. • Leaders, staff and pupils create a positive environment in which bullying is not tolerated. If bullying, aggression, discrimination and derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread. • There is demonstrable improvement in the behaviour and attendance of pupils who have particular needs. • Pupils’ attitudes to their education are positive. They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements. • Pupils have high attendance, come to school on time and are punctual to lessons. When this is not the case, the school takes appropriate, swift and effective action. • Fixed-term and internal exclusions are used appropriately. The school reintegrates excluded pupils on their return and manages their behaviour effectively. Permanent exclusions are used appropriately as a last resort. • Relationships among pupils and staff reflect a positive and respectful culture; pupils are safe and they feel safe. Ofsted, Page 56 and 57 School inspection handbook Sept 2019 2. Academy Expectations 2.1 Conduct in lessons Students are required to: • Arrive to every lesson on time, in full school uniform and fully equipped for learning • Listen silently, track the speaker and respond positively to instructions • Raise their hand to ask a question or make a relevant comment, without calling out The Dorcan Academy, St. Paul’s Drive, Swindon, Wiltshire SN3 5DA 25. August 2020 *The Governing Body’s legal responsibility for safeguarding the welfare of children goes beyond basic child protection procedures. The duty is now to ensure that safeguarding permeates all activity and functions. This policy therefore complements and supports a range of other policies (Appendix 2) TDAP022H BEHAVIOUR and EXCLUSIONS POLICY – Ready to Learn - and Governor statement that informs the policy Page 4 of 28 • Be respectful to everyone in word, tone and action • Participate fully in lessons and work exceptionally hard without disrupting any other student’s learning Every lesson will begin with The Dorcan Academy Starter Steps (Threshold) 1. Enter lesson calmly, promptly and orderly following the teacher’s instructions 2. Sit in allocated seat 3. Remove coat and bag 4. Take out required equipment (eg. Pencil case, link book and knowledge organiser) 5. Complete ‘Do Now’ activity silently while the register is being taken If a student fails to meet any of these simple expectations they may be given a correction if it is a minor offence that can easily be remedied. If this fails to bring about the desired behaviour their name will be written on the whiteboard by way of a formal warning and the member of staff leading the lesson will briefly explain to the student why their name has been written on the board. The second time during a lesson that a student fails to meet these expectations they will be sent to an isolation room for a period of one working day. Failure or refusal to go to the isolation room will result in a one day fixed term exclusion or a reintegration placement, unless the parent supports us and can accompany their child back into school and accept the isolation within one hour of the refusal or consents to the reintegration placement, with the day in isolation completed upon their re-admittance to the school. Students will have 5 minutes to arrive at the isolation room. 2.2 If a student is sent to isolation The member of staff who sent the student to isolation
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