The Sele School

MARRIOTTS SCHOOL

Behaviour for Learning and Pastoral Handbook

2015 - 2016

Aim high, Work hard, Be kind

Respect Attitude Ownership

Table of Contents

Behaviour for Learning at Marriotts ...... 4 Our Three Foci ...... 4 Marriotts School Rules ...... 4 Common Language for BfL ...... 4 Positive and consistent behaviour management ...... 5 Planning ...... 5 Consistency: Core routines, every lesson, every day ...... 5 Rewards and Praise ...... 5 Managing disruption to learning ...... 5 Recording of interruptions to learning and achievement points ...... 6 Reflect, Resolve, Reconcile ...... 6 Parental Complaints ...... 6 Racist, Gender, Homophobic or Bullying Incidents ...... 6

Behaviour Checklist ...... 7 Before the Lesson ...... 7 At the beginning of the lesson ...... 7 During the lesson ...... 7 At the end of the lesson ...... 7 After the lesson ...... 7 1 Managing Behaviour – Using Marriotts Sanctions ...... 8 Discrete Warning System ...... 8 Teacher set Detentions ...... 8 Faculty Support ...... 8 Whole School Detention: 60 minute detentions ...... 8 Whole School Detention: Rota Staff ...... 9 Detention Slide ...... 9 Whole School Detention: Non-Rota staff ...... 9 Reflection, Resolution, Reconcilliation (3 Rs) ...... 9 On Call ...... 9 Reflection Room ...... 10 Twilight ...... 10 Operations and Escalations ...... 11 Fixed Term Exclusions ...... 12 Reports and PSPs ...... 12

Managing Behaviour for Learning – BfL Routines ...... 13 PAUSE ...... 13 Entry Routine ...... 13 End of lesson/Exit routine ...... 13 ICT Hubs ...... 13 Visitors to your classroom ...... 13 Lesson Transition ...... 14 Assemblies ...... 14 Student Charter, 5, 4, 3, 2, 1 and Noise Meter ...... 14 100% ...... 14 Strong Voice ...... 15

Student Expectations ...... 15 Uniform ...... 15 Mobile Phones and Electronic Devices ...... 16

Pastoral Summary ...... 17 Tutor Time ...... 17 Marriotts Life Skills ...... 17 Safeguarding ...... 17 Marriotts Counselling Service ...... 17 Rewards ...... 17 Anti-Bullying ...... 17 Pastoral Profiles ...... 17

Role of the Form Tutor ...... 18

The Pastoral Programme ...... 19

Pastoral Programme Activities ...... 20 Assemblies ...... 20 Guided Reading ...... 20 Numeracy Task ...... 21 Attendance ...... 21 Conduct Points ...... 22 Pixl Edge ...... 22 Sixth Form Students ...... 22 Group Discussions ...... 23 Useful Links for Form Time Discussions ...... 23 2 Quiz ...... 23

Other Pastoral Matters ...... 23 Student Planners ...... 23 Parents ...... 23 Be Informed ...... 24 Listen ...... 24 Knowledge, Get ready in advance, Be prepared ...... 24 Look and sound the part ...... 24 Be inclusive ...... 24 Take notes ...... 24 Greeting ...... 24 Never compare ...... 24 Sticky situation ...... 24 Ask colleagues ...... 24 Don’t put things off ...... 24 Action points ...... 24 Parent Complaint ...... 24

Appendix 1 – Book List ...... 25

Appendix 2 – How to Configure Homepage to show Conduct for your registration group ...... 29

3 Behaviour for Learning at Marriotts

We are governed in our working by the school’s mission statement ‘Aim high, Work hard, Be kind’ Our BfL team WIG is that ‘Behaviour and safety are outstanding by September. Our school ethos is the most important factor in our improvement, for our students. Ensuring outstanding ‘Behaviour for Learning’ is the job of the whole Marriotts team

Teacher Standard: Manage behaviour effectively to ensure a good and safe learning environment

Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

Our Three Foci: the Marriotts Way

1. Respect: For all members of our community, for our rules and routines demonstrated through actions 2. Attitude: Good behaviour for learning, high expectations of effort, of behaviour, of progress, students who are equipped, confident and ready to learn. 3. Ownership: Students who are responsible, self-motivated for and invested in their own success.

Marriotts School Rules: the Marriotts Way

1. Aim high, Work hard, Be kind 2. Respect, Attitude, Ownership 3. Walk don’t run 4. Talk don’t shout 5. Sit down or go outside 6. Use the bins provided

Common language for BfL: the Marriotts Way

All Marriotts Staff will use this language in behaviour management at all times: 1. ‘5,4,3,2,1 Track me, Thanks’. 2. ‘What is the school rule about…running, shouting etc.)’ 3. ‘This is learning time, Thanks ’ (in class) ‘It’s learning time’ (to hurry students to class.) 4. ‘We wear our uniform smartly, Thanks’. 5. ‘Track me/ we track the speaker, Thanks’. 6. ‘Silence when I’m speaking, Thanks’. 7. ‘The Marriotts way is…’ 8. We Aim high/Work hard/Are kind. 9. We show respect. 10. We have a positive attitude. 11. We take ownership of our learning/actions, Thanks’. 12. ‘Can I just clarify that you are refusing to…’

4 Positive and consistent behaviour management: the Marriotts Way

1. We are expected to be outstanding role – models to our students. We know our behaviour dictates students’ behaviour. We must exhibit the behaviours we want to see. 2. We work hard to develop excellent relationships with students through total consistency, positive reinforcement, engagement and very high expectations. 3. We do not shout, use sarcasm or put-downs at Marriotts: we are ‘warm and strict’ and we challenge in a non-intrusive way, rather than ‘walking past’ rule and routine infringements. When a child demonstrates unacceptable behaviour, we focus on the behaviour not the child. 4. We use our common language and follow our routines and rules. 5. We know good behaviour and behaviour for learning are a choice and must be taught and learnt by all students regardless of their individual needs and abilities. It is our duty to promote and encourage positive behaviour and behaviour for learning

Planning: the Marriotts Way

1. All lessons should be planned using the Access to Learning seating plans. We plan engaging lessons, according to student need. Good teaching is key to good behaviour. 2. Planning should include how we will work collaboratively with any behaviour team members supporting a class, to maximise learning. 3. Planning will ensure all routines are followed and factor in completion of class register.

Consistency: Core routines, every lesson, every day: the Marriotts Way

1. Pause /entry routine, exit routine 2. Student Charter 3. 5,4,3,2,1. 4. Tracking. 5. Learning Wall/Noise Meter. 6. Positive names on the board. 7. 5:1 praise ratio. 8. Strong Voice. 9. 100%. 10. Positive Framing.

Rewards and Praise: the Marriotts Way

1. Celebrate effort with names on the board, green slips, achievement points, postcards home and positive phone calls: aim for a minimum 5:1 positive to negative every lesson 2. Praise effort and commitment rather than intelligence (growth mind-set)

Managing disruption to learning: the Marriotts Way

1. De-escalation strategies. 2. Discreet warning system. 3. Teacher level sanction. 4. Faculty Support. 5. On-call.

5 Recording of interruptions to learning and achievement points: the Marriotts Way

1. Recorded on SIMS under individual’s behaviour/achievement log 2. Stage 3 should be sent to the Year Leader. 3. Stage 4 and 5 should be sent to the Year Leader and Assistant Head - Conduct

Reflect, Resolve, Reconcile: the Marriotts Way

If a student is given a whole school detention the teacher involved should visit the student in the detention to complete a 3 Rs conversation to rebuild the relationship/minimise potential issues in the future.

1. Reflect - what happened? 2. Resolve - How can this be put right/strategy for improvement? 3. Reconcile - Apology, re-establish expectations.

Parental complaints

Parental complaints regarding students or behaviour must be referred to Assistant Head - Conduct and the office manager immediately. An account in writing, bullet points from telephone communication or the original correspondence from the parent/carer must be passed on. This will then be investigated and added to the relevant log.

Racist, Gender, Homophobic or Bullying Incidents

Any incident which is categorised as above must be immediately reported to Assistant Head - Conduct and Safety, the Student intervention and engagement co-ordinator and the student’s Year Leader/s. Please provide a written witness account, add the incident to SIMS and bullet point student concerns if you have been directly approached. The incident will then be investigated and appropriate action will be taken.

6 Behaviour Checklist Before the Lesson

 Plan a lesson with appropriate challenge for all students taking into account time of day, make-up of group etc.  Mark your books diagnostically in accordance with Marriotts policy.  Have an up-to date, considered seating plan.

At the beginning of the lesson

 Greet students positively at the door (threshold) and move them straight into the classroom.  Ensure students follow PAUSE.  Students sit as per seating plan.  Students to take out their equipment and planners and place on the desk.  Students copy the date, title and lesson objective from the board in silence.  Students to independently complete the ‘Do Now’ activity.

During the lesson

 Follow Marriotts School rules - the Marriotts Way.  Use “assertive language”- common phrases.  Refer to the Learning Wall and Student Charter to set and remind students about expectations tools on the learning walls of each classroom.  Use 5,4,3,2,1 as a trigger for students to be silent and track the speaker.  Use the Noise Level Meter to set your expectations regarding acceptable noise in the classroom.  Have systems in place for giving out books, taking in work, transitions in between activities, what students should do when they need help, what students should do when they’ve finished (tight transitions).  Ensure students follow PROUD.  Use the 100% strategy.  Use the Strong Voice strategy.  Use the discrete warning strategy  Use praise 5:1.  Record names on the board for positive contribution.  Issue green slips.  Use competition and other strategies to engage.  Be warm and strict.

At the end of the lesson

 Complete Book Polishing and PROUD.  Tidy up and put away equipment.  Students stand behind chairs in silence.  Dismiss students row by row on the bell not before.  Stand by your door (one foot in one foot out) as you say goodbye to students.

After the lesson

 Follow up lateness.  Log and follow up behaviour.  Make positive/negative phone calls home.  Attend 3 RS or access support for next lesson if needed.

7 Managing Behaviour - Using Marriotts Sanctions

Discrete Warning System

The Discrete Warning System is designed to work alongside classroom behaviour management techniques to ensure students are making the required progress. The aim is to refocus a student if they are unsettled. Names should not be recorded on the board and students should be given an opportunity to work these off. Teachers should train students to understand the warning system so that they are clear that the warning is not a sanction nor it is a sign to display an example of poor behaviour two times then stop it! The warning is a positive cue to the student so that they can redirect their behaviour and not a sanction.

Teacher set Detentions

 Students who do not complete homework or classwork as required or who engage in low level disruption can be set a detention at staff’s discretion i.e.: break or lunchtime. It is advisable to have students to record detentions in their planners and remind them to minimise them failing to attend.  A second opportunity to attend, supported by your Head of Faculty, should be set if the original is missed.  If follow up and faculty support, including parental contact does not lead to the student attending your detention, Head of Faculty should refer to the Whole School Detention. This should be set as a last resort as it is important for teachers to take ownership for the behaviour within their classrooms. Over use of external sanctions can undermine a teacher’s intrinsic discipline.

Faculty Support

 If following the use of the Discrete Warning System behaviour does not improve and is disrupting the learning of others, a teacher will call for a member of the Pastoral Team.  To do this, teachers should press the emergency alert icon at the top of their SIMS homepage.  The alert will be received by the Behaviour for Learning Coordinator, Year Leader or Pastoral staff on duty  When assistance arrives the BfL staff member will attempt to re-focus the student with support and aim to reintegrate to enable the student’s learning to continue, as long as the teacher is prepared to accept the student back in to the lesson. The Bfl staff member will return to the class later during the lesson where possible to check that the student is re-focussed and the teacher should immediately press the alert button again if poor behaviour resumes. Reintegration will be logged and if the student is reintegrated a teacher detention or follow up conversation should still take place.  If 3 clear warnings, de-escalation and behaviour management strategies have been unsuccessful and the student is causing disruption to teaching and learning preventing continuity of learning, faculty support will be initiated.  The student will need to be supplied with work for completion in the designated area for the remainder of the lesson.  The behaviour will be recorded on SIMS by a member of the pastoral staff. Teachers should contact home to discuss the incident. A holding text will be sent home via School Comms to inform parents of a 60 minute same day detention.  Teachers must attend the detention at a convenient point between 3-4pm for RRR.

Whole School Detention: 60 minute detentions

 Students who are Faculty Removed from a lesson, who have a ‘Late Detention’, or who have missed a teacher set detention (referred by the Head of Faculty), are required to complete a 60 minute same day detention in the Reflection Room at 3.00pm.  A text message is sent to parents/carers to notify them of the detention.  Failure to attend a detention will result in the student being placed in the Reflection Room the following day.

8 Whole School Detention - Rota staff  Display detention slide on board- read through the requirements

 Register students on spreadsheet- fill out all columns

 Set detention task for completion

 At 3.10pm email Year Leaders with the names of students who have not attended

 At 3.50pm, email the names of any students to the Year Leader and KGN who were sent home

Detention Slide (see example below)

 Silence at all times.

 Mobile phones, electronic devices and outdoor clothing are not permitted during detention.

 Please raise your hand if you wish to speak with a member of staff, wait patiently for acknowledgement.

 Complete the detention task to the best of your ability.

 Two reminders of the above = Reflection Room the following day.

Whole School Detention - Non-rota staff  Check your email to contact and escalate students who did not attend after school detention or were sent home via the two warning system

 Log on SIMS (0 behaviour points) non-attenders or students sent home for monitoring purposes

Reflection, Resolution, Reconciliation (3 Rs)

Reflection – What has happened? How could things have been done differently? Resolution – How can we try to ensure this doesn’t happen again? Reconciliation – How we put things right between those involved?

 If a student has been removed from your lesson via faculty removal or on-call or there has been an issue which has led to your relationship with a student being compromised.  All staff are required to attend the whole school detention in the Reflection Room at 3.00pm to discuss the issue with the student.  Where ‘red lines’ have been crossed, the Year Leader can facilitate and may offer strategies to ensure the student returns to your lesson with a respectful, positive attitude for learning.

On-call

A ‘one off’ incident of a significant nature (see below for guidance):

Red Lines o Extreme directed abuse of a member of staff/student. o Violence or dangerous behaviour. o Intentional vandalism requiring additional repair. o Verbal interaction with another student causing intentional upset/distress.

9 o 2 x faculty removals in the same day or an incident which according to the professional judgement of the member of staff, is serious enough to be deemed an On-call (supported by Behaviour for Learning Leader).

 Press the emergency alert icon at the top of your SIMS homepage.  The alert will be received by the Behaviour for Learning Coordinator, Year Leader or BfL staff on duty.  When assistance arrives the student will be removed. The teacher should not engage in discussion with the student. The teacher should briefly discuss the incident with the BfL team member in a way that will not escalate the situation, as long as this will not affect the flow of the lesson.  The student will require some resources for completion in the Reflection Room, where they will remain until 4.00pm.  Record the incident on SIMS - depending on the complexity of the incident; you may be required to write a separate statement.  Attend the detention to complete the 3 Rs.

Reflection Room

The Reflection Room is designed as an alternative to fixed term exclusions for students who have displayed behaviour which requires removal from the school community. This ensures that they can continue their learning.

Pre school  Students line up outside, allocate cubby holes for equipment/bags and phones are handed in and locked away.

 Student is in correct uniform.

 Ensure students complete the letter of apology/reflection pack and copy out 10 pledges sheet and expectations of the RR.

 Member of staff to fill register out for the day (excel) and sign in on SIMS attendance.

 Follow RR timetable.

 At the end of each lesson, student to place work in red files on desk.

Warning system & Failure of RR  If student reaches 2 warnings, Year Leader is to be contacted to further de-escalate the situation. If student co-operates then he/she will carry out the rest of the day with 2 warnings.

 If student doesn’t respond positively to de-escalation, and gathers a third and final warning then he/she has failed RR.

 Parent phone-call and student will be sent home.

 Following day, Year Leader to have meeting with parent (preferably early), discuss student behaviour and Marriotts expectations

 Student to carry out RR sanction until 1700 that day.

Post School  Leave bags/equipment in cubby holes and students are to return work that was given to them by subject teacher at 15.45.(YL decision how many you send at a time) 10  Place ownership on the student to return the work or they will fall behind in their lessons.

 If they have followed RR timetable they are to still to return work, to core subject teachers.

 RR to be tidy with chairs tucked on dismissal at 1600/1700.

ON-CALL  If a student has committed red line behaviour or 2 FS and is brought to RR, he/she will hand in phone, place bag in cubby hole and be allocated a desk where he/she will follow RR timetable.

 Place holding phone call to parent to say that they have crossed Red line behaviour or had 2 FS and will be in RR until 1600 that day. YL to remind teacher for follow up call.

 Fill in day report sheet

 Register student if not done

Late to school or Late to lesson

Year leader to be in corridor with late sheet and fill in for each student who is not in time. Send to TNL when complete JMY to send out names of students to be checked by Year Leaders JMY to log lates on SIMS YL’s remind students that they have a late detention during P5.

 1 late to school or lesson = 1 hour detention & text home  2 late to school or lesson = 1 hour detention & phone call home

 3 late to school or lesson = 1 day in RR until 1600 plus phone call home

 If students are consistently late, YL & LCN to have meeting with parent and the importance of being punctual

 1 missed detention for being late = escalate to next step e.g. missed 1 hour det, move to 2 hours and phone call home

 T:\Marriotts\Staff Resources\BfL Team Folder\Year Leaders\Logs\Lates

Twilight Twilight is designed for students who require some re-tracking and support with reintegrating back into lessons and/or the school community positively. Structure of the school day to ensure the student has 1:1 or small group support from a member of staff. Twilight (2 nights)

 A student will be placed on Twighlights (2 nights) when they have 5 or more FS across 1 or more Subjects: (Or 2 Red line OC’s – SIMS 4)  Twilight will be considered by the Assistant Head - Conduct where occasions of persistent disruption or high level behaviour are evident. Duration of Twighlight to also be decided.  Formal meeting with parents and possible referral to external support services may be applied at this stage. 11  Work will be provided and completion will be supported by the twilight co-ordinator for that day.  Work will be monitored, checked and marked by the student’s regular teacher during this period.  Supported reintegration by a member of the BfL team, target setting and reviews by intervention. Bieng placed on a PSP will be considered when a student has completed a period of twilight education.

Operations and Escalations

Sanction Frequency Escalation Intervention Monitoring Responsible Permitted Faculty 3 Reflection Room Support from Year Leader via weekly Year Leaders Support (60 (1 day) Year Leader behaviour reports minute whole including Day school YL Phone Call Report Sheet detention per occurrence) Formal Letter 3 Rs with Home teacher and YL/HOF ass Meeting with appropriate Year Leader and parent on Referral to return to school Intervention Team Student brought to the attention of the Intervention group Faculty 5 Twilight (2 Action from the Year Leader via weekly Year Leaders Support (5+) nights) Intervention behaviour reports CGN/KGN Team

On-call 2 Formal Letter Intervention BfL Coordinator via Home report daily data in-put

Meeting with Year Leader, Parent and 12 Head of Conduct on return Intervention group put a support plan in place Persistent KGN An PSP KGN via data reports KGN/SAZ/ red lines discretion individualised ATR/LTR (after pastoral support Referral to twilight) plan is put in Outreach place ( possibly Worker a PSP) SEN Formal Letter assessments Home County referral Meeting with (TYS ETC.) KGN+Deputy/ Head teacher on return

FTE considered Fixed Term KGN/BHR Referral to ESC PSP KGN KGN/BHR Exclusion discretion Governing Body Referral to Panel County

Permanent Exclusion

See Appendix 1 for a flow chart showing Faculty Specific and Whole School Intervention Process.

13 Fixed Term Exclusions

 All incidents of high level concern will be investigated thoroughly on the day of the incident in line with the Exclusions Policy by the student’s Year Leader.  This may include collating statements, liaising with staff and students, working with the ICT department and liaising with external agencies.  The Assistant Head - Conduct, in consultation with the Headteacher, will make the final decision on Fixed Term Exclusions after a recommendation sheet has been submitted.  The Secretary for Conduct and Safety will complete the required exclusion paperwork and the Year Leader will arrange work to be sent home.

Reports and PSPs

 It is the responsibility of each student to carry their report card/PSP at all times. These are tracked by Assistant Head - Conduct and Safety each day.  A student should discretely place the report card/PSP on the teacher’s desk at the start of the lesson. This will need to be filled in at the end of the lesson. Staff should seek to explain the grading on the report to the student, which should relate to their targets.  Admin support for behaviour will request feedback for students on PSPs which must be returned by all staff by the deadline.

14 Managing Behaviour for Learning - BfL Routines

Creating a positive classroom culture is achieved by setting, modelling, coaching and practising the conduct we expect to see, not sanctioning the things we don’t.

Many of our students model the behaviour they have learnt at home or from their peers. Establishing the behaviour you want to see in your classroom early on and re-doing when students sometimes may not meet your high expectations, is the key to effective classroom management.

The confidence you radiate and ownership you demonstrate of your space will determine the success of the strategies you deploy, PAUSE!

P - Punctuality: arrive on time. A - Attitude: enter the class quietly, engage in the starter activity. U - Uniform: is correct and my equipment is ready. S - Sit in the correct seating plan. E - End of lesson: pack away and tidy area. Stand behind chairs and leave when dismissed.

Entry Routine

 Greet students positively at the door (threshold) and move them straight into the classroom.  Students sit as per seating plan.  Students to take out their equipment and planners and place on the desk.  Students copy the date, title and lesson objective from the board in silence.  Students to independently complete the ‘Do Now’ activity.

End of lesson/Exit routine

Exiting the classroom in an orderly fashion ensures effective lesson transitions and promotes a positive attitude to learning in the next lesson.

The following should be implemented at the end of each lesson:

 Complete Book Polishing.  Students should be made aware of packing away strategy in your classroom (this should be done just before the end of the lesson to avoid wasting learning time).  Students to push in their chairs and stand silently behind them when all equipment is tidied away.  Teacher to dismiss students in an orderly fashion. Students should leave the classroom in silence. Staff to supervise their exit and corridor behaviour.

ICT Hubs  Leave the classroom in silence.  Student to sit in their ICT hub seating plan.  During lessons in ICT Hubs and open areas, all classroom expectations apply.  Students to be dismissed from the ICT hub when all machines have been logged off and the area is tidied.

Visitors to your classroom

From time to time students will experience visitors entering the classroom. This could be spontaneous or planned. It is important that learning continues when visitors enter. Students should respond positively as follows:

 Learning should continue; students should continue to track the speaker. 15  Students should not speak to the visitor unless they are directly spoken to but should sit up smile and be polite.  Students should be clearly demonstrating engagement; good posture, active listening, answering questions, courteous and polite.  Staff should train their students to always show their best when there are visitors in the room.  Staff should train students to be able to talk about their learning, specifically about their activity, what their level is, what the objective is, what their target is and what they need to do to improve.  Staff should train students to be proud of their exercise books and show them to visitors, pointing out pieces of work and examples of marking.

Lesson Transition

 The bell will sound and transition music will start.  All staff should stand on their doors or duty spots to supervise calm student behaviour (no congregating, using the toilet or leaning over balcony areas).  A voice recording will sound to indicate there is five minutes until the start of the next lesson and again when there is two minutes remaining, then finally to indicate the start of learning time.  Staff shut their classroom doors.

Assemblies

 Students to line up silently in alphabetical order, in their designated area of the dining room (by form group).  Form Tutors to complete the register, organise unsuitable combinations and check uniform.  On direction from the Year Leader, enter the assembly hall in silence and sit as per seating plan.  Students remain standing behind their chairs with their bags tucked under their seats until they are addressed from the front.  At the end of assembly students will be dismissed one row at a time on the direction of their Form Tutor, Year Leader or the SLT member responsible for assembly.  Students should leave in silence and make their way promptly to period 1.

Student Charter, 5,4,3,2,1 and Noise Meter

 Refer to these tools on the Learning Walls of each classroom.  Use 5,4,3,2,1 as a trigger for students to be silent and track the speaker.  Noise Level Meter is a tool for indicating your expectations regarding acceptable noise in the classroom; task dependent.

 Every student should be silent, compliant and tracking when you are addressing the class with instructions or setting tasks.  No talking over students or students talking over you or the speaker in the class.  Principles of 100%:

o Least invasive form of intervention. o Rely on firm, calm finesse. o Emphasise compliance you can see

Strong Voice 16  Execute instructions, address students or set tasks clearly and concisely with confidence and ownership of the learning environment  Principles of Strong Voice:

o Economy of Language o Do not talk over o Do not engage o Square up/Stand still o Quiet power

Student Expectations

Uniform

All students are expected to wear their uniform smartly at all times. All staff are expected to correct students who are not following our inform expectations by using the phrase “We wear our uniform smartly, thanks” or “coats/scarves off inside thanks”.

We are in a transitional period for uniform. The following items are compulsory for all students:

 Black trousers or skirt.  White shirt/blouse (top button fastened).  Tie (3 stripes visible).  Black shoes.  All Year 7s must also wear the school blazer and may wear the school jumper.

We are mindful that there may be very occasional situations when uniform and footwear pose an issue. Exceptional circumstances are viewed on a case-by-case basis by Assistant Head -Conduct.

The following system is in place for students with incorrect school uniform:

 Tutors should check uniform each morning to ensure that all Marriotts students are appropriately dressed. This includes hair/make-up/accessories and footwear.  Form Tutors should identify any student who has on items of incorrect uniform and send to the Year Leader/SLT link for follow up action.

Year Leaders/SLT Link will try to resolve the issue by taking the following steps:

 Offering spare uniform from stock  Issue make-up wipes and nail varnish remover.  Contacting parents/carers to arrange student to be sent home to rectify the issue or parent/carer dropping correct item to Reception.  Logging the uniform concern with TNL so that patterns can be tracked.

If contact with home is unsuccessful or the uniform is not available the following will need to be considered on an individual bases:

 Student will complete learning in the Reflection Room or placed with a member of SLT  If agreed with the Assistant Head - Conduct, a note will be issued and the parents contacted.  Financial support may be required at the discretion of the Assistant Head - Conduct.

Outdoor wear of any description, is not permitted to be worn inside the building at any time of the day.

17 Mobile Phones and Electronic Devices

 The use of mobile phones or electronic devices by students, anywhere in the building, is strictly prohibited.  Where necessary, students will be given supervised access to a phone in an office area if communication with home is essential.  Phones, electronic devices or ear/head phones which are used or visible in the building will be collected by a member of staff from the student and looked after until 3.00pm.  If a student refuses to hand over their phone, please contact a member of the BfL team immediately.  The student will then be issued with a 60 minute after school detention.

18 Pastoral Summary

Tutor time Tutor time is from 8.30-8.50, each day there is a designated activity. Tutors are responsible for delivering high quality from time activities according to the timetable.

Marriotts Life Skills This is a central feature of the Marriotts pastoral programme. It is a timetabled lesson taught by each form tutor in the school, and takes place on a Wednesday week 2, period 5. Lesson plans and resources are provided for all these lessons, to found in the Pastoral Folder-PSHEE. Any assistance you may need regarding these lessons please see Natalie Slade or Lesley Tether.

The aim of these lessons is to prepare our students with the life skills they will need both now and in the future: Providing them with the skills, knowledge and values to make healthy and informed choices in life, taking into account the changing world in which we live. A wide variety of topics are covered from work on self esteem and positive mental health to Careers, Sex and Relationships Education and British Values

Safeguarding The Designated Senior Person (DSP) with responsibility for Child Protection is Mrs L Tether, Assistant Headteacher. The Deputy DSPs are Mrs S Amstutz and Miss N Slade.

If any member of staff is concerned about a student he or she must inform the safeguarding team immediately, using a Record of Concern Sheet. Please hand this to a member of the Child Protection team, rather than email. If not possible please email to [email protected]. Ensure this is password protected.

The Record of Concern Sheet, Safeguarding Policy and Safeguarding Pamphlet can be found at T:\Marriotts\Staff Resources\Staff Handbook\Safeguarding.

Marriotts Counselling Service We are fortunate at Marriotts to have our own counselling service; it offers a range of confidential and skilled support to students, parents and staff.

If you feel that you would like to refer an individual to Counselling please speak to a member of the Pastoral Team. If you would like to have a confidential discussion you can use [email protected] or call Madelaine Ratcliffe on ext. 235.

Rewards At Marriotts we operate a comprehensive reward system for students in all year groups, as we believe that rewards are far more effective than sanctions. We like to recognise student effort, a good attitude to learning, a positive contribution to school life, as well as attainment. We do this through Achievement Points, regular visits to the head teacher, letters home and by recognising a student as a Learning Leader. Students are identified as Learning Leaders if they fulfil the following criteria: A BfL average above 3.4, no less than 5 behaviour points and attendance above 95% in each modular.

Anti- Bullying Bullying is not tolerated at Marriotts School and we work hard as a school to ensure there are positive relationships within the school community. If bullying is suspected or reported, the incident will be dealt with immediately. A clear and precise account of the incident should be given to the appropriate Year Leader or to Lesley Tether, [email protected]. All bullying incidents will be recorded and logged. Our Anti- bullying policy can be found at T:\Marriotts\Staff Resources\Staff Handbook\Pastoral\Policies

Pastoral Profiles These identify students with a particular need; they are constantly updated so staff are aware of vulnerable students, those with behavior or SEN needs.

Role of the Form Tutor 19 For most students, their main point of contact is their Form Tutor; it is a crucial role in the pastoral system. As a Form Tutor you will be involved in matters concerning academic and social progress, in welfare, behaviour, rewards and sanctions. Being inspiring, and instilling a sense of pride in a Form Group is crucial. Students also need to show respect towards themselves, each other and the school; your guidance is essential. Part of your role will also involve listening to the students in formal and informal situations, and when necessary help them voice their opinions in a measured way.

Students appreciate a Form Tutor who they feel really knows them and can offer reliable advice. A good and happy form group is often one which has developed a collective identity. Try to develop a sense of “belonging” in your Form Group, using a variety of activities such as: Notice and photograph boards, charity work, attendance and reward charts, and through school trips wherever possible.

Marriotts School daily checklist for Form Tutors Have you….? Yes/No 

Greeted students at the door and ensured there is a task ready to do? Checked uniform, and ensured planners and equipment are on the desk ready to check? Delivered pastoral programme according to the Rota?

Had conversations with students regarding attendance, punctuality, rewards, and behaviour logs as appropriate?

Marriotts School weekly checklist for Form Tutors Have you….? Yes/No 

Assembly Arrived promptly and registered the Form Group?

Ensured an orderly entry and exit to either the hall or sports hall. Ensured the good behaviour of your form group whilst in assembly. Check seating and sit with your form group. Attended the year group meeting, Thursday 8.15- 8.30am, to discuss form group attendance, a review of the week and upcoming events.

Checked planners and highlighted to the Year Leader students who are not using their planners correctly?

The Pastoral Programme

Below is an outline of the Pastoral Programme for each year group, followed by details of each of these activities.

Yea Monday Tuesday Wednesday Thursday Friday r Assembly Numeracy Guided Aim Higher/ Group Reading Pixl Edge Discussion: 7 News Item / Quiz

Yea Monday Tuesday Wednesday Thursday Friday r Group Numeracy Guided Assembly Aim Higher/ Discussion: Reading Pixl Edge 8 News Item / Quiz

Year Monday Tuesday Wednesday Thursday Friday Group Numeracy Assembly Aim Higher/ Guided Discussion: Pixl Edge Reading 9 News Item / Quiz

Yea Monday Tuesday Wednesday Thursday Friday r Group Assembly Numeracy Aim Higher/ Guided Discussion: Pixl Edge Reading 10 News Item / Quiz

Yea Monday Tuesday Wednesday Thursday Friday r Aim Higher/ English Maths Science Assembly 11 Pixl Edge

Please note Year 11 will not follow the Pastoral Programme outlined, they will follow a programme designed to help students with exam preparation.

21 22 Pastoral Programme Activities

Assemblies

Assemblies take place in the Hall (except during exams when the Sports Hall is used); the following rota is used.

Monday Tuesday Wednesday Thursday Friday Year 7 10 9 8 11

On the day of an assembly please ensure your register is taken promptly. Tutors need to ensure that the students are neatly presented and line up in silence in their allocated space, as directed by senior staff. Tutors should then remain in assembly, sitting at the end of their class line. It is the responsibility of everybody that students conduct themselves in a positive manner whilst in assembly. The assembly schedule and topic will also be put into the newsletter each week.

Guided Reading

Key Stage Three

Guided Reading sessions can be conducted in one of three ways:

 Whole Class Reading.  Paired Reading.  Independent Reading.

Tutors may wish to vary the Guided Reading sessions or choose the option that best suits the Tutor Group. Ideally, there would be a variety of methods used across the term. Students should spend at least ten minutes reading, followed up with a questioning session.

Tutors should select various students on a weekly basis to both read, and to ask/answer questions based on what they have read. Typical questions that will develop reading skills are:

 Content based questions – What has happened? How does …. feel….?  Language analysis questions – Can you find a particularly effective word or image? Can you explain how the word/ image makes you feel as a reader?  SMSC focused questions – Do we think … behaviour was kind? Should people take risks like…? Why do you think the writer has focused on this issue?

Year 10

In year 10, Guided Reading sessions will be novel based and are to be conducted in the same way as Key Stage Three reading sessions. These Guided Reading sessions can be conducted in one of three ways:  Whole Class Reading  Paired Reading  Independent Reading

23 Tutors may wish to vary the Guided Reading sessions or choose the option that best suits the Tutor group. Ideally, there would be a variety of methods used across the term. Students should spend at least ten minutes reading, followed up with a questioning session.

Tutors should select various students on a weekly basis to both read, and to ask/answer questions based on what they have read. Tutors will find, at the front of the folder, a list of extracts and a question to generate discussion.

Year 10 will complete guided reading sessions for the whole year.

See Appendix 2 for a list of books used in tutor time.

Numeracy Task Tutor Time Numeracy has been designed to consolidate and reinforce students’ numeracy skills. It is an opportunity for student’s to practice their numeracy skills and challenge themselves with the support of their form group. The numeracy booklets incorporate examples from all subject areas alongside financial based numeracy.

Key Stage 3 Each year group in KS3 will be provided with a Numeracy Booklet each term. There will be 2 tasks per session. Throughout the booklet there will be challenge questions in order to extend and challenge students.

Main Task Each student will be asked to complete 10 Numeracy Questions. This should take a maximum of 10 minutes. Model answers will be available on the staff shared area to enable tutors to project these on to the whiteboard while the answers are peer/self-assessed. Tutors will record the results of these tasks each week on the Numeracy Excel Spreadsheet. This spreadsheet will be used to monitor student participation and progress.

Mini Task Each student will have a numeracy task that will be completed after the Main Task. This relates to work they have done throughout the year and in the previous academic year. The answers for these will be in the booklet and it will be a peer/self-assessed activity. This Activity does not need to be recorded on the spreadsheet but does need to be recorded on the front of the Numeracy booklet.

Key Stage 4

Year 10 Year 10 will be provided with a Numeracy booklet.

Main Task This will include cross curricular GCSE number based topics alongside financial based numeracy problems. Model answers will be available on the staff shared area to enable tutors to project these on to the whiteboard while the answers are peer/self-assessed Tutors will record the results of these tasks each week on the Numeracy Excel Spreadsheet. This spreadsheet will be used to monitor student participation and progress. ‘How To’ Videos and Links to the topics will be available on the staff shared area.

Year 11 Year 11 will be provided with GCSE topics on a weekly basis by the Head of Mathematics.

Aim Higher Session - Review of Attendance and Conduct Points/PIXL Edge

24 Attendance A Tutor’s role is absolutely vital in driving up and maintaining high attendance percentages. Please ensure the following is completed on a weekly basis with your tutor group.

1. In your tutor meeting you will be given your Form Groups’ attendance summary. Tutors should show this to their tutor group during Tuesday form time. Please run a ‘praise and concern’ session with students: please praise all of the students as a whole, whose attendance has improved for the week or is still at 100% (green arrow or yellow arrow 100%). Where a child’s attendance has declined (red arrow) please have a private and brief conversation with the student to ensure that there are no issues. If issues are raised please alert the Year Leader. If there is any additional action to take it will be highlighted on the sheet.

Where attendance has fallen, a conversation should take place with the student which should be supportive, with the purpose of recognising that there has been a fall in attendance. The attendance team (Assistant Head/LCN) will ascertain the reasons and amend accordingly. You will be contacted via e/mail by LCN if there are any issues you should be aware of.

The Form Tutor’s role is to praise good attendance, notice improvements in attendance and to pick up, either with students or parents, if there is a decrease in attendance. It is not the tutor role to collate attendance data or to telephone home to find the reasons for absence. The attendance team will complete these tasks.

2. If a child’s attendance continues to fall, with no seemingly appropriate reason please call or speak to their parent to advise that you have concerns about their child’s attendance and the impact that it could potentially have on their attainment. Again if issues are raised please alert the Year Leader to this for follow up.

Conduct Points Please have your SIMs page open as the tutor group arrive. Students should have their planners out on their desk (so they can be signed). You will also be given (at your tutor meeting) how well your tutor group are doing in relation to other tutor groups in the year group. Encourage your tutor group accordingly using this information.

It is important that you try to spot patterns in your tutor group. For example discussions with students that are working below zero (more BPs than APs), or an acknowledgement of those who have improved and very importantly recognition for those who continue to always Work hard, Aim high and Be kind. Issue yellow slips for those in your tutor group displaying positive personal attributes e.g. being kind, showing initiative etc.

Pixl Edge During the Aim Higher sessions students may also be given the opportunity to update their Pixl Edge portfolio. This is computer based and you will be instructed when a specific form time has been allocated to Pixl Edge. Once a student has completed a task this will trigger an alert on your Pixl page so you can easily oversee how your tutees are doing. Ensure you celebrate any successes, inform Year Leaders so successes can be recognised in assemblies.

Sixth Form Students Sixth Form students are available in each tutor group (Years 7-9) to help with the Aim Higher sessions. They can help with signing planners (ensure they let you know if there is concern with a planner), and they can help students set targets for the week and congratulate them if doing very well. They may also be able to help students with problems such as organisation and can assist with Pixl Edge. As much as possible encourage these sixth form students to establish a positive relationship with the group e.g. they can support the form group in inter form group competitions.

See Appendix 3 for details of how to Configure Homepage to show Conduct for your registration group.

25 Group Discussions Group Discussions form an important part of the Pastoral Programme. It is essential that all students are engaged in the topic, either through paired, group or whole class discussion. To aid reading the article to be discussed (e.g. a news item from that day/week) should be read out loud.

Some weeks you will be given a prescribed topic to discuss, maybe as part of a PSHEE topic or because it forms the basis of a moral discussion. For example, ‘Watchdog announces cap on payday loans charges - is this enough to stop people spiraling into debt?’ or, ‘Should a person aim to achieve happiness or concentrate on other things and hope that it comes naturally?’

Some Useful Links for form time discussions http://clipbank.channel4learning.com/ http://www.bbc.co.uk/newsround/13877119 (also has a link to the Weirdest New Stories of the week which can be quite entertaining)

Older students may prefer http://www.theguardian.com/uk-news http://theday.co.uk/: Good for discussions

It’s best to have some of these links on your home page and to look at the topic before hand so you can best manage the discussion.

Quiz Every other week you will be sent a quiz; it will partly include a look at the week’s news, or something associated with their PSHEE lesson etc. Each Tutor Group competes as one team and at the end of the allocated tutor time the answers are handed to their Year Leader for marking. The winning Tutor Group is announced in assembly and entered into a draw to win a £5 voucher. The Tutor Group with the most wins will be crowned Quiz Champions and will be presented with a trophy at the end of the year.

Other Pastoral Matters

Student Planners It is important that these are used correctly by the students. They must log any homework when it is given and note down significant events to help them organise their time effectively. It is important that even though homework is set on SMHW they indicate this in their planners. It is useful if they could note when the homework is due in. Planners must be signed by parents on a weekly basis. Form Tutors are asked to check planners regularly to ensure they are used appropriately and monitor students who are not meeting expectations. It may be necessary to impose sanctions, as decided by the Year Leader, to ensure good use of planners.

Parents As a Form Tutor, it is likely that you will need to contact parents. The parent - school relationship is an important one and it is essential we keep our relationship with parents as positive as possible. These are some tips that are worth bearing in mind during these conversations.

Trust Trust is important; ensure you convey that you have their son/ daughters best interests at hearts. If you say you are going to do something follow through on it. Eg you might promise to contact them the next day with an update.

Be informed

26 Be informed of family circumstances and of the students academic and behaviour record (all behaviour logs you can print for an individual student from SIMS). Names are really important – you cannot assume that the student’s father and mother will share the same surname and using the child’s surname to greet them could set you off on the wrong foot.

Listen Bear in mind that you are the expert on school issues, but the parent knows the child rather better than you do. So listen to parents and learn from them, although correct them with the full facts where necessary.

Knowledge. Get ready in advance. Be prepared. Know the full facts, know your school policies eg if dealing with a uniform issue its important you are clear what the guide lines are. (have a copy readily available).

Look and sound the part Have confidence, enthusiasm and knowledge of their child.

Be inclusive Parents like to feel that they are dealing with a team player. Say ‘we’ more than you say ‘I’.

Take notes

Greeting If in a meeting stand up and offer to shake hands.

Never compare Never compare one child’s performance with another’s, especially in the case of siblings.

Sticky situations… Most difficult situations with parents can be avoided. Some can be quite difficult. But if they’ve taken the trouble to see or speak with you, they are at least interested. Most problems come from misunderstanding, misinformation or lack of communication.

Ask colleagues Ask colleagues whether they know of parents who are likely to be difficult, and take their advice. If you think there might be a problem, arrange for a colleague - a departmental head, head of year, SLT member – to join you in the meeting.

Don’t put things off If you see that there is a problem with a pupil. The worst thing a parent can say is ‘Why weren’t we told!’

Action points Finish the meeting/ conversation with some action points and where possible follow up to see if they have been met. Keep parents informed, that could just be a positive phone message to convey an improvement.

Remember you can also contact parents with good news - to congratulate their son/daughter on how hard they have worked. Postcard, letters or phone calls can be used for this.

Parent Complaint If a parent complaint is received please ensure this is reported and logged with Louise Brace, Office Manager.

27 Appendix 1

FACULTY SPECIFIC INTERVENTION STEPS Whole School Escalation Process

1 Faculty Support (FS) Whole School Detention (WSD) Reflection, Resolution, Reconciliation meeting (RRR) - Teacher/student (Recorded on DT log) Teacher phone call home re classroom behaviour 2 FS WSD Teacher phone call re classroom behaviour and next steps RRR - YL/Teacher/Student (Actions recorded by YL)

3 FS WSD RRR – YL/HOF/Teacher/Student(Actions recorded by YL)

HOF Phone call home re meeting actions 3 FS Across 1 or more Subjects: Reflection Room (1 day) YL Phone call Formal Letter Home Meeting with Year Leader and parent on return to school Student brought to the attention of the Intervention group 5 Across 1 or more Subjects: (Or 2 Red line OC’s – SIMS 4) Twilight (2 nights) Formal Letter Home Meeting with Year Leader, Parent and Head of Conduct on return Intervention group put a support plan in place

Persistent FS or Red lines (after All steps tracked and actioned by YL, Head twilight) of Conduct quality assure (QA). An individualised pastoral support YL tracking system used during daily debrief plan is put in place ( possibly a PSP) to trigger any next steps. Meeting with Head of Conduct/ All Faculty Specific steps to be QA by Headteacher on return Raising BfL Standards in Faculty’s Leader Continued Persistent FS or Red (SBR) lines Head of Conduct discretion Fixed Term Exclusion Referral to ESC Governing Body Panel Permanent Exclusion

Appendix 2

28 Book List

Year 7 Bill’s New Frock Bill’s New Frock Anne Fine Bill Simpson wakes up to find he’s a girl, and worse, his mother makes him wear a frilly pink dress to school. How on earth is he going to survive a whole day like this? Everything just seems to be different for girls . . . SMSC issues: Bullying. Gender identification. Stereotyping. Small Steps Two years after being released from Camp Green Lake, Armpit is home in Austin, Texas, trying to turn his life around. But it’s hard when you have a record, and everyone expects the worst from you. The only person who believes in him is Ginny, his 10-year old disabled neighbour. Together, they are learning to take small steps. And he seems to be on the right path, until X-Ray, a buddy from Camp Green Lake, comes up with a get-rich- quick scheme. This leads to a chance encounter with teen pop sensation, Kaira DeLeon, and suddenly his life spins out of control, with only one thing for certain. He’ll never be the same again.

Fighting Back Kerry and her mum have recently moved into new council accommodation in a tower block. Kerry's dad has recently left them, and Kerry and her mum are forging a new life together. But Kerry's mum is not the calmest or the most patient of people, particularly when it comes to getting on with the new neighbours. And when Kerry's mum refuses to be intimidated by Ma Lafferty, the local money lender, Kerry finds out that Ma Lafferty's daughter more than takes after her mother. A brilliantly topical story tackling the dangers of being in debt. SMSC Issues: Money Management, Family, Debt Room 13 There is no room thirteen in the creepy Crow's Nest Hotel, where Fliss and her friends are staying on a school trip. Or is there? For at the stroke of midnight, something peculiar happens to the door of the linen cupboard next to room l2. And something is happening to Ellie-May Sunderland, too - something very sinister . . . A gripping page-turner from a master of spooky suspense, award-winning Robert Swindells

Billionaire Boy David Walliams Joe has a lot of reasons to be happy. About a billion of them, in fact. You see, Joe's rich. Really, really rich. Joe's got his own bowling alley, his own cinema, even his own butler who is also an orang- utan. He's the wealthiest twelve-year-old in the land. Yes, Joe has absolutely everything he could possibly want. But there’s just one thing he really needs: a friend… SMSC issues: Friendship. Loneliness. Wealth and happiness. Trash Raphael is a dumpsite boy. He spends his days wading through mountains of steaming trash, sifting it, sorting it, breathing it, sleeping next to it. Then one unlucky-lucky day, Raphael's world turns upside down. A small leather bag falls into his hands. It's a bag of clues. It's a bag of hope. It's a bag that will change everything. Soon Raphael and his friends Gardo and Rat are running for their lives. Wanted by the police, it takes all their quick-thinking and fast-talking to stay ahead. As the net tightens, they uncover a dead man's mission to put right a terrible wrong. SMSC Issue: Crime Hide and Seek Meet Harry Pickles, aged nine and a bit. Harry is the fastest boy runner in the world (probably), first son of Mo and Pa (the best-looking parents in the school car park), big brother to Daniel (who runs like a girl but is, in his own twerpy way, a star). His life is good. He's premier league. At least, that's the way it was before the school trip . . .

Count Karlstein Count Karlstein, or The Ride of the Demon Huntsman, was Philip Pullman's first novel for children, published by Chatto and Windus in 1982. It is a wonderful gothic melodrama which he first wrote as a play for school- 29 children when he was an English teacher. No one in the village of Karlstein dares to leave their home on All Souls Eve - the night Zamiel, the Demon Huntsman comes to claim his prey.

Year 8

Unhooking the Moon Gregory Hughes Meet the Rat: A dancing, football-playing gangster-baiting ten-year-old. When she foresaw her father's death, she picked up her football and decided to head for New York. Meet her older brother Bob: Protector of the Rat, but more often her follower, he is determined to find their uncle in America and discover a new life for them both. SMSC Issues: Death and bereavement. Responsibility. Family. Loyalty. Pig Heart Boy You're thirteen. All you want is a normal life. But most normal kids don't need heart transplants. So there's this doctor. He says there's a chance for you. But he also says it's experimental, controversial and risky. And it's never been done before. SMSC issues: Disability. Bullying. Media awareness. Risk taking. Health. Spilled Water Sally Grindley When her husband dies, Lu Si-yan's mother is encouraged to sell her young daughter into domestic service. Lu Si-yan is just eleven when sold by her uncle. Nearly two years will pass before she can get back home to her mother and brother. SMSC Issues: Death and Bereavement. Slavery. Poverty. Family. Cultural awareness

Hollow Earth Lots of twins have a special connection - being able to finish each other's sentences; sensing what the other is thinking; perhaps even knowing when the other is in trouble or in pain - but for 12-year-old twins, Matt and Emily Calder, the connection is beyond special. Together, the twins have extraordinary powers - they are able to bring art to life, or enter paintings at will. SMSC Issues: Talents. Friendship. Family. The Curious Incident of the Dog in the Night-Time Mark Haddon The Curious Incident of the Dog in the Night-Time is a murder mystery novel like no other. The detective, and narrator, is Christopher Boone. Christopher is fifteen and has Asperger's Syndrome. He knows a very great deal about maths and very little about human beings. He loves lists, patterns and the truth. He hates the colours yellow and brown and being touched. SMSC Issues: Disability/ differences. Self-awareness. Friendship. Family. Star Jez Walker lives in care - in Lazarus House, an institution run with ferocious rigour by the terrifying Big Mother and by the bullies - Hodge, Maggot and Spaz - when her back is turned. Jez has no family, a history of crime, a bleak past and what looks like an even bleaker future. SMSC Issues: Self-awareness. Friendship. Bullying. Care Arrangements

Year 9 War Horse During the deadly chaos of the First World War, one horse witnesses the reality of battle from both sides of the trenches. Bombarded by artillery, with bullets knocking riders from his back, Joey tells a powerful story of the truest friendships surviving in terrible times. SMSC Issues: War. Friendship. Loyalty. Cruelty. Historical awareness. War Child Emmanuel Jal was seven years old when he became a soldier and went into battle with the rebel army in Sudan's bloody civil war. Believing he was being sent to school, Emmanuel trekked his way to a refugee camp in Ethiopia where he became one of the Lost Boys of Sudan. After nearly five years of fighting, Emmanuel was smuggled into Kenya by Emma McCune, a British aid worker, and finally began to have a childhood and an

30 education. When Emma died tragically, Emmanuel struggled to find purpose in life but eventually - through the power of prayer and music - he succeeded. SMSC Issues: War. Friendship. Loyalty. Cruelty. Historical awareness. Cold Tom Sally Prue Tom is one of the Tribe. But he is not like the others - he is clumsy and heavy, and the Tribe drive him away into the demon city. But Tom can't live with demons either - they are so hot, so foul, and he knows they are trying to enslave his mind. SMSC Issues: Prejudice. Love. Loyalty. Family issues. (Unarranged) Marriage Set partly in the UK and partly in the Punjab region of India, this is a fresh, bitingly perceptive and totally up-to- the-minute look at one young man's fight to free himself from family expectations and to be himself, free to dance to his own tune. SMSC Issues: Prejudice. Love. Loyalty. Family issues. Face Benjamin Zephaniah In this startling debut novel from Benjamin Zephaniah, the author tackles the moving and compelling story of a young man, Martin, whose life is completely changed when his face is badly scarred in a joyriding accident. SMSC Issues: Bullying. Crime. Risk taking. Prejudice. Truth or Dare Celia Reese A room of secrets in a house of lies...When Josh explores his grandmother's house he finds an attic up a closed-off staircase. In it is a collection of strange drawings by his uncle, Patrick, who died suddenly in his teens. But he has no grave, and his name is never spoken. And Josh begins to uncover the dark truth his family has hidden for forty years…. SMSC issues: Death. Secrecy Year 10

Junk The love story of two runaway teenagers, Gemma and Tar, and their struggles with heroin addiction. Melvin Burgess’ most ambitious and complex novel is a multi-faceted and vivid depiction of a group of young people in the grip of addiction. It is told in many different voices, from the addicts themselves to the friends watching from the outside who try to prevent tragedy.

SMSC Issues: Drugs, Relationships, Peer-Pressure

Boys Don’t Cry In Boys Don't Cry, bestselling author Malorie Blackman explores the unchartered territory of teenage fatherhood. You're waiting for the postman - he's bringing your A level results. University, a career as a journalist - a glittering future lies ahead. But when the doorbell rings it's your old girlfriend; and she's carrying a baby. Your baby. You're happy to look after it, just for an hour or two. But then she doesn't come back - and your future suddenly looks very different. SMSC Issues: Peer-Pressure. Fatherhood. Teenage Sex. Unwanted Pregnancy.

Memoirs of a Teenage Amnesiac When Naomi tries to piece back the fragments of the last three and a half years of her life, she discovers a lot. She has a boyfriend but can't remember him, her mother and father are divorced, and she has forgotten that she is supposed to hate her mother. She also has a group of friends which simply doesn't seem that attractive anymore and, despite having meticulously kept a diary, she only mentioned what she ate every day in it! But it's not all bad, because when a girl loses three and a half years she gets a chance to reinvent herself. After all, who is to say that everything has to be the same? SMSC Issues: Relationships. Friendship. Family. Matched

31 On her seventeenth birthday, Cassia meets her Match. Society dictates he is her perfect partner for life. Except he's not. In Cassia's society, Officials decide who people love. How many children they have. Where they work. When they die. But, as Cassia finds herself falling in love with another boy, she is determined to make some choices of her own. SMSC Issues: Relationships. Love. The Book of Banshee It's war in the Flowers household. Will's sister Estelle has turned overnight into a screaming, screeching banshee whose moods explode throughout the household. Mum and Dad have surrendered. Inspired by an author visit to his school, Will decides to keep a record of his life on the front line . . . SMSC Issues: Family. Five People You Meet in Heaven The novel's protagonist is an elderly amusement park maintenance worker named Eddie who, while operating a ride called the 'Free Fall', dies while trying to save a young girl who gets in the way of a falling cart that hurtles to earth. Eddie goes to heaven, where he meets five people who were unexpectedly instrumental in some way in his life. While each guide takes him through heaven, Eddie learns a little bit more about what his time on earth meant, what he was supposed to have learned, and what his true purpose on earth was. SMSC Issues: Death

Appendix 3

How to Configure Homepage to show Conduct for your registration group.

Form Tutor

Configure Homepage to show Conduct for your registration group.

Click on the blue drop down arrow to configure the tab.

Title: should be named Conduct Points: Reg Group

Cycle: should be Year to Date

32 Group Type: Select Reg Groups

Click in the box of your reg group.

Then select all the achievement Types.

Select all the behaviour types, except Contact with parent.

Select OK to finish.

You will then see the below chart on your homepage.

Each colour represents a student in your form group. If you hover over the colour you will see the nearest two blocks, showing a name and the amount of conduct points.

If you double click on the block you will see the data, student name achievement / behaviour and aggregated points.

You can click on any of the title headings and the column with sort in descending order. Click again and it will change to ascending order. By clicking on the student surname it will return to the original view.