Behaviour Management Policy s3

Behaviour Management Policy:

Promoting Positive Behaviour

Contents

1.Policy Summary

2.Introduction

3.Aims

4.The Rules and Expectations at Croesyceiliog School

5.Proactive Factors in Managing and Modifying Behaviour

6.Reactive Behaviour Management

7.Procedures and Sanctions for D/E Category Pupils

8.Other considerations

Behaviour Management Policy: Promoting Positive Behaviour

Policy Summary

At Croesyceiliog School, our positive ethos ensures that all students can flourish and learn safely. We only accept the highest standards of behaviour from our students. It is expected that our students will:

 Be polite and respect each other

 Respect our staff, our school buildings, other student’s property and our community outside of the school gates

This policy includes a full list of school rules and classroom expectations.

All staff at Croesyceiliog School contribute to the promotion of positive behaviour. They do so by being proactive as outlined in section 4 of this policy. This includes ensuring strong supervision of the students both in and out of the classroom, paying due care to the learning environment, striving to maintain good relationships with pupils, creating a calm classroom, using praise and rewards effectively and consistently reinforcing our high expectations for students.

If, despite all of the positive strategies, student’s behaviour falls beneath our high expectations, staff react appropriately. They aim to use the least intrusive response and use the flow charts within this policy as a guide, aiming for consistency of approach for all students. Individual Behaviour Plans and Individual Education Plans are noted and applied. If unacceptable behaviour is persistent, our Heads of Department contact home. Both sanctions and support are provided for the students. If further work is needed, Heads of Year coordinate further interventions and do everything possible to help students to take responsibility for their behaviour and make wise choices. In the event of severe incidents, staff follow the steps outlined in this policy.

A small proportion of our students have difficulties such as early trauma or challenging life circumstances which cause their behaviour to be troubled and troubling. Just as we differentiate support for those pupils who find reading difficult, we ensure that we provide all pupils with what they need to learn trust, social skills, to make wise behavioural choices. This means that we do not necessarily treat everyone the same. These arrangements include clear consequences and sanctions which are rigorous and fair.

To be successful in maintaining excellent behaviour in Croesyceiliog school, we provide clear boundaries and guidance for students, we work closely with parents/carers, students, staff and other agencies and we apply this policy consistently.

2. Introduction

At Croesyceiliog School we believe that access to educational provision and the promotion of pupils’ social, emotional health and well being are rights, not privileges. Our approach to promoting positive behaviour draws on evidence-based best practice of ‘what works’ and a robust theoretical understanding of the nature of the needs underlying the behaviours of our students. This behaviour policy provides the conceptual and practical framework for all of our work in managing and modifying the behaviour of our students and should be used in conjunction with all other school policies and procedures, including:

Teaching and Learning policy Attendance policy Safeguarding policy Anti-bullying policy Staff handbook

We aim for all students to develop the necessary social, emotional and behavioural skills to make wise choices about their behaviour, to take responsibility for their behaviour and to access rewards and recognition for doing so. We provide structured and progressive opportunities for all students to learn these skills (e.g. through a differentiated continuum of provision).

The vast majority of our students are able and willing to keep to our school rules and expectations, and only a small percentage access higher level sanctions such as internal or fixed term exclusions.

However, the difficulties facing a small proportion of our students cause their behaviour to be troubled and troubling for a number of reasons. Some of our students and their families will have had negative experiences of education, and many students will have experienced repeatedly the cycle of sanctions routinely used within schools, with little or no effect on their subsequent behaviour. The behaviour of the majority of these students will be underpinned by multiple causes, which may include early trauma or attachment difficulties, challenging life circumstances, a learning difficulty, and/or a mental health disorder (diagnosed or undiagnosed).

For all students the aim is to ensure that their behavioural, emotional and social difficulties (BESD) do not impede their access to learning, and that they leave the education system with the academic, social, emotional and behavioural skills that will enable them to lead fulfilling lives within society. Just as we differentiate support for those pupils who find e.g. reading difficult (putting in additional support and modifying the environment to support them with their difficulties) so we aim to ensure that we provide all pupils with what they need to learn trust, social skills, to make wise behavioural choices etc. This means that we do not necessarily treat everyone the same (which does not equate to ‘fairness’ – it would bee unfair to deprive a child of reading support on the basis that others don’t get it) – some named individuals will have differentiated arrangements.

3. Aims

Our aims are:

• To provide a clear and consistent approach to behaviour management which supports students’ development and learning. • To nurture a positive ethos across the whole school in which all pupils can grow and learn safely. • To support students in modifying negative behaviours and making responsible, positive choices.

To be successful in achieving our aims we need to:

 Base all systems, procedures and practices on a robust understanding of behaviour and the needs underlying it.  Understand our own role in promoting or inhibiting positive behaviour  Work proactively to reduce whenever possible the likelihood of challenging and inappropriate behaviour within an agreed whole-school framework (outlined in this policy and including the use of rewards)  Provide clear parameters and sanctions which are restorative in nature and aim to reduce the likelihood of inappropriate behaviours reoccurring.  Ensure that behaviour management is consistent across the school, clearly understood and shared by all: students, staff and parents.  Work closely with other agencies  Work closely with parents and carers in a respectful, positive and productive partnership.  Ensure that all staff have access to regular CPD in this area that enables them to understand the principles on which the behaviour policy is based, as well as the content and procedures (and that appropriate induction arrangements are in place for new staff)

4. The Rules and Expectations at Croesyceiliog School

It is expected that all students will:

• Treat others and ourselves with respect. • Follow staff instructions. • Respect our school and its surroundings and other people’s belongings. • Attend regularly and arrive on time with correct equipment and in full school uniform. • Take part in lessons, in other activities and complete all tasks, including homework, to the best of our ability. • Take pride in our work and achievement and that of others.

• Follow Health and Safety rules at all times. • Not use mobile phones, mp3 players, gaming devices, other electronic equipment or earphones during the school day.

5. Proactive Factors in Managing and Modifying Behaviour

A core belief of Croesyceiliog School is that behaviour is interactive and contextual, and that therefore how we work proactively in structuring the environment and ethos of the school will do much to reduce the likelihood of challenging and inappropriate behaviour arising. We believe that it is always a better use of time to proactively avoid an incident occurring than to deal with it and its aftermath.

Students will not behave well if they are unable to access learning (i.e. if the literacy demands are too high), or if the teaching is undifferentiated, poorly paced or uninteresting. It is therefore of crucial importance that the mechanisms for ensuring teaching and learning are effective are robust and adhered to. See our ‘Teaching and Learning Policy’ for how we ensure that factors related to teaching and learning promote positive behaviour. The deployment of staff is also a crucial factor in ensuring a proactive approach to behaviour management and modification. While we recognise that we are aiming for students who independently make wise behavioural choices, it is important that they feel safe and are supervised by adults at all times while they are in school. The following steps have been taken to ensure that this is the case.

 A clear rota aims to ensure that all areas of the building and outside areas are well-staffed during break and lunchtime.

 Staff aim to meet and greet pupils at classroom doors and, in doing so, monitor movement between lessons.

 Entrance and exit of pupils through the main gate is monitored at the start and the end of the day by senior staff and the Attendance and Inclusion Officer. Other ways in which we manage and modify behaviour proactively include: the environment we learn and work within, the relationships we build, the classroom, group and community ethos we build, the use of praise and rewards. Each of these is examined in turn in the following sections. Environment: At Croesyceiliog School, the emotional health and wellbeing of pupils and the development of their social, emotional and behavioural competencies has a high profile. This profile includes high-quality displays, year group web pages, merit cards, certificates, awards assemblies and celebration events which highlight students’ achievements and offer a forum to recognise their individual personalities, strengths and talents, and build self-esteem. Across the school there are opportunities to ensure each student feels that they belong, particularly through the

work of the form tutor, pupil voice activities, form class notice boards, form time activities and leadership opportunities. Relationships Relationships between staff and individual pupils are the key factor of behaviour management and modification. Some of our students have problems forming relationships of trust with adults, and behaviour management strategies, however well used, will only be effective within the context of relationships. The effectiveness in modifying behaviour through both reward and sanction depends, at least in part, on the context of the relationship in which they are applied. Relationships take time to develop, and finding ways of establishing positive ones are the responsibility of the adult. We strive to achieve good relationships with all of our students through:

 Developing a thorough knowledge of the students we work with.

 Demonstrating respect in all our interactions with them.

 Demonstrating interest in their wider lives.

Classroom, group and community ethos Students will not learn in an environment unless it provides:

- Emotional security

- A sense of belonging

- A sense of being valued We therefore aim to ensure that all classrooms provide:

 Positive and respectful relationships between staff and students (see above)

 A classroom ethos that is calm and positive, offering students a high level of emotional security.

 Adults who model emotionally literate behaviour, tolerance, humour and respect.

 Every opportunity to build the confidence of learners, responding positively to effort.  Clear and high expectations linked to the school rules which are constantly and consistently reinforced by staff members.  A regular revisiting of the school rules within each class. The rules are shared and discussed with the group regularly and displayed in the class room  Use of praise and rewards

We aim for the use of praise to significantly outweigh the use of negative statements. The purpose of praise and rewards at Croesyceiliog School is:  To promote good habits.  To create and sustain a positive learning environment.  To motivate.

Individual subject teachers are responsible for running praise and rewards systems with their classes. These systems should be bespoke to the needs of the class and the pupils within it. Teachers will reward:  Sustained effort (more than expected…).  Praiseworthy achievement.  Improvement.

Teachers will be clear with pupils regarding what behaviours, attitudes and habits will be valued and recognised. Class rewards systems are not aimed to put pupils in competition with each other but about each student doing their very best and everyone celebrating improvement and hard work. The class rewards system will be inclusive; it is not about having the same criteria for everyone, but about motivating individuals and about the class leaving nobody behind. Recognition should be accessible to parents/carers whenever possible.

Teachers may use rewards tools such as:

 Stamps or stickers in book/planners  Positive notes in planners.  Postcards home (via the planner).  Star of the week.  Certificates.  Phone calls home.  Showcase good work via social media (with permission and within appropriate protocols).  Small prizes such as stationery.

Teachers will also use the “attitude to learning” category in the regular progress check to highlight those pupils who give more than the expected level of effort in levels. The Heads of Year will track this via the progress check data.

Heads of Year ensure that public recognition is given regarding important aspects of school life such as appearance, punctuality and attendance. They will recognise success with their year groups via reward assemblies and meeting individual pupils. There will also be an annual Key Stage Three and Key Stage Four rewards event as well as the annual prize evening where academic success in external examinations is celebrated as well as other achievements in the arts and sport.

6. Reactive Behaviour Management

Reactive behaviour management strategies need to be used when, despite the proactive strategies being implemented, inappropriate, rule-breaking, challenging and/or dangerous behaviours present themselves. The principles on which reactive behaviour management are based are:

 We aim to work from the lowest (least intrusive) level of response to inappropriate behaviour with pupils as outlined in the preferred practices flow chart.  Where possible we aim to pre-empt any display of inappropriate behaviour by ensuring that we are vigilant in ‘spotting the signs’ that a student may be becoming anxious, agitated, frustrated or aggressive (these may be documented in the student’s IEP or IBP) so that we can intervene at the earliest possible opportunity.  We recognise the impact (positive and negative) that our own approaches have on any given situation, and before dealing with challenging or unhelpful behaviour, we take steps to ensure that we react appropriately without aggression or sarcasm.  We individualise our responses in line with any Individual Behaviour/Education Plan.

Responses to low-level inappropriate behaviours:

Preferred Practices for Reducing Low Level Disruption

Underlying principles:

 Most behaviour issues should be dealt with by the class teacher. The flow chart below assumes the class teacher dealing with issues, supported as necessary by the HoD/ TLR Holders and other colleagues  There needs to be a high expectation about pupil behaviour, otherwise learning cannot happen either for the individual student or for the rest of the class

 There needs to be consistency of expectations and reactions to behaviour issues – by the same teacher within and between lessons, and across the department (and school ultimately). This presupposes that pupils need to be clear about classroom routines – such as what to do when they first sit down, what level of talk is acceptable for what learning context etc.

 Teachers should aim to change the behaviour that is unacceptable, not just give punishments that fundamentally do not change the behaviour, and at the same time have an adverse effect on the teacher’s relationships with the pupil or class, and pupil motivation (this is a downward negative spiral)

 Some pupils need a bit more training. Therefore, all staff need to have a planned approaches, such as outlined in the flow chart ready to use. There must always be the chance for a pupil to redeem him/ herself, sanctions should be used reluctantly, and always where a pupil has had a choice of how to behave and has made the wrong choice, BUT THEY MUST BE USED. For example, rather than move a pupil to another seat straight away, give them 5 minutes to reflect on their behaviour and choose to improve it themselves, or removal to another seat will be the sanction

 Train the pupils in high standards of behaviour, expect high standards, reward high standards, manage behaviour positively (eg. by deflection or distraction). Where pupil behaviour falls short of the high standards expected, steps MUST be taken to improve it. If poor behaviour is tolerated or an inappropriate sanction is imposed, the pupil will learn nothing from the experience

 The sanction should fit the behaviour. A week of detentions, or removal for the whole lesson, are not suitable reactions to a low level incident. Equally, a mild telling off is not suitable where a pupil has sworn at a teacher or hit another pupil (for serious offences, removal of the pupil, and contact with HoD, HoY and SLT is the procedure, sanctions to be decided by managers.) This document is not concerned with these sorts of very challenging behaviour. The flow chart below deals with low-level disruption and behaviour issues.  Reports will be produced using information logged in Sims Behaviour Module for exclusion hearings, meetings with parents, end of year etc. Staff should ensure that all information entered is factual, uses appropriate language and tone and does not include opinions.

Preferred Practices for Reducing Low Level Disruption Page 10 1. Non-verbal signals such as eye-contact, appropriate classroom positioning, gestures and facial expressions. Nothing formal Moving nearer to the problem table, without standing over it can help. Avoid unnecessary confrontation, sarcasm and “cheap shots” at the student’s expense.

2. Planned or “tactical” ignoring, particularly ignoring “secondary behaviour” in order to focus on the main issue, the learning or keeping the flow of the lesson. Nothing formal Repeating the original request (eg “begin the task please”) whilst ignoring secondary behaviours (such as smiling at peers, swinging on chair etc) can help to ensure a situation doesn’t escalate. However, follow- up the ignored behaviour at the end of the

lesson.

I n c r 3. Quiet word: student has a very brief “time out” outside of the classroom door. e a

Staff may choose to speak to the briefly or may choose to leave the student to s i n calm and bring them back in without any discussion. g

Nothing formal SAFETY FIRST: you must not leave your e q

class unattended or leave a student u e

unsupervised, however a very short period n c

of removal and a quiet word at the door can y

be very effective. r

4.”Saints and Sinners”: have a place on your white board to write names of those e r i t

impressing you and those not (smiley face / sad face; plus and minus etc). Simply y

pointing to the minus may be enough to redirect the student to the task. o f

Achievement points on Sims for Be assertive but not hostile. Students must b e

the “Saints” . know the consequences of being on the h a v

A note in your teacher planner for board (an incident being recorded on Sims i o

the “sinners” to track behaviour in NOT a consequence). u r

5. Rule reminder: This is a more intrusive reminder of your classroom expectations. This will only be effective if you have established and reinforced your classroom rules and routines

A note in your teacher planner to Make sure you give the pupil take up time, track behaviour ie leave them alone for a length of time for them to consider their options and make a choice. Avoid arguing and minimise embarrassment. Use “Do’s” rather than “don’ts”. If this is a class-wide issue, change/adapt the task.

6. Move to a different seat or group within your classroom.

Behaviour point logged on Sims Be consistent lesson after lesson. Issue a teacher detention; sanctions should be related to the incident, reasonable and rational

7. Relocation: Please use the classroom phone to request a relocation by contacting Headteacher’s PA (5903) or Anne Smith (5929). A member of SLT or a member of the pastoral team will attend and will relocate the student in line with departmental policy and/or their withdrawal timetable. Recorded on Sims by PSO Department detention

Suggested tactic Recording Incidents Suggested “scripts”, additional tactics/notes and expected consequence

Relocation Procedure The relocation procedure should be used if during a lesson a student’s behaviour is preventing teaching and learning from taking place and the student has not responded to a range of low-level tactics (such as those on the above flow chart). The member of staff should use the classroom phone to request a relocation by contacting Headteacher’s PA (5903) or Anne Smith’s job title (5929). A member of SLT or a member of the pastoral team will attend and will relocate the student in line with departmental policy and/or their withdrawal timetable. The member of SLT or pastoral team will record the relocation on Sims and an automatic text message will be sent to the parent/carer (facility pending). This will read “Your child has been removed from their lesson following persistent disruptive behaviour. If you would like more information, please contact the ______department”. Responsibility for follow-up, sanctions and recording details of the incidents remain with the subject teacher and Head of Department.

Responses to persistent unacceptable behaviour Responsibility to address persistently poor behaviour lies within the departments. The use of departmental improvement reports is the key procedure to support behaviour improvement. Heads of Department ensure that all staff follow the process outlined in the flow chart below.

1. Student has been relocated from the subject on one occasion Inform year group PSO of department Department detention.

sanction / follow-up

2. Student is relocated from the subject on a second occasion within the last 10 working weeks Contact PSO who will send letter 1 on Department detention. department’s behalf. Issue improvement report. Positive letter sent home by PSO after a Use report to monitor behaviour for at successful outcome. least 3 lessons in the subject.

3. Department improvement report 1 has been unsuccessful (ie, no improvement).

Contact PSO who will send letter 2 in Issue department improvement report 2. department improvement report pack on Use report to monitor behaviour for at department’s behalf. least 3 lessons in the subject. Contact HoY for advice. Positive letter sent home by PSO after a successful outcome.

4. Department report 2 has been unsuccessful (ie, no improvement). Discuss and agree plan with HoY. Remove from class to another class Department Phone call home or parental within the department for a fixed period meeting with subject teacher or HoD. or permanently.

5. Student has been removed for a number of lessons and/or has not responded to department/Head of year/ parental agreed actions. Refer to Head of Year for formal action. Head of year identifies student as “category of need C” on behaviour audit and acts accordingly (see next flow chart).

Expected consequence Paper trail / communication

Use of detentions and other sanctions As stated throughout this policy, sanctions are used reluctantly and are given as a reasonable and proportionate response to an incident of poor behaviour. Teaching staff may choose to give break or lunchtime detentions of various lengths depending upon the severity of the incident. Students will always be given time to visit the toilet and, in the case of lunchtime detentions, they will be given an opportunity to have lunch.

Head of year or other teaching staff may choose to give an after school detention of up to an hour. Parents/carers must be informed prior to the detention, either via letter

or phone call. In the event of a parent/carer not giving permission for the detention to take place after school, a reasonable compromise should be reached eg the student undertakes a series of lunchtime detentions as an alternative.

Responses to higher level incidents In the event of a severe incident, where there is a serious disruption to teaching and learning in the department and department policy has not been effective and/or where there is a danger to the student or other students or staff, the following steps should be taken:

 Inform ASH (dial 5929) or the Headteacher’s PA (dial 5903). They will contact an appropriate member of staff or a member of SLT. They will remove the pupil and allow teaching and learning to continue within the class. This should be achieved with minimal disruption, and a low-key approach. At this point, staff should help diffuse the situation and use a later and more appropriate time to give the member of staff the incident details.  Serious incidents will be investigated thoroughly by the Head of Year or a member of SLT and appropriate action taken. This may include an internal exclusion in the Reflection Room. If these named students’ behaviour has resulted in removal from the classroom context (either because of persistent unacceptable behaviour or a severe incident), there are a number of procedures/strategies that might be adopted. These procedures are based on the theoretical understanding provided by the ‘Window of Tolerance’ model, and restorative approaches. Initially, it is likely that the student will be offered appropriate support to re-enter their own ‘window of tolerance’ and regain full cognitive functioning. This means that staff involved will not attempt to deal with the presenting issue immediately, nor discuss sanctions, and will provide the appropriate conditions and activity for the student to undergo the necessary physiological and emotional de-escalation to return to a position in which a debriefing will be effective. This may involve apparently ‘rewarding’ the student for their behaviour – being given a low-stress task for example, such as a puzzle or sorting task. Once the student has been through the necessary physiological process and is in a position to discuss the presenting issue. This work may be done on the day by one of the members of staff involved, or it may take place the next day in the Reflection Room, should an internal exclusion have been issued. There are two parts to the addressing of the issue: 1. The learning from the experience, which will reduce the chances of it happening again 2. Any restorative option or sanction that will be imposed as a result of the incident.

The restorative option is the preferred one, as sanctions have been shown to be ineffective in effecting meaningful change in behaviour (and for our students, who have experienced many sanction, they show the least effect and can result in increased resentment and a negative spiral of deteriorating behaviour). Restorative options involve the student taking responsibility for their behaviour, and recognising the impact of this on themselves and any other people harmed through the incident, and result in outcomes such as a genuine apology and a logical consequence that involves making amends for the damage caused by their behaviour.

Responses to persistent unacceptable behaviour - Head of Year action The Head of Year monitors persistent unacceptable behaviours across curriculum areas for the year group. They will work with Heads of Department or TLR Holders to monitor progress of those on behaviour report. They may support this work by speaking with groups of students and individuals, undertaking lesson drop-ins, running positive rewards systems and, most importantly, overseeing the strategic running of the year group including setting the ethos and aspirations of the students (see head of year job descriptions). If interventions at departmental level are not successful, the Head of Year will work with the pupil, parents, departments, school staff and outside agencies as appropriate to coordinate further interventions. This work will be captured on an IBP and/or will be recorded on the Head of Year log. The students requiring this level of support will be identified on the behaviour audit as level of need (category) C. These interventions may include 1:1 work or group work with Reflection Room Staff and Pastoral Support Officers. The IBPs will be shared with staff, parents and the pupil and reviewed regularly (within 4-6 weeks). The actions of the Head of year are set out in the flow chart below.

1. Pupils identified as support category C Referral from HoD(s) with clear evidence HoY that student has been on 2 department reports and/or has been involved in a higher level incident. Audit Begin “Record of Support and Interventions”

2. Contact SENCo for advice and consider educational screening / assessment / 8

testing W

HoY, SENCo e e k s 3.Plan for interventions drawn up with pupil and parent. Pupil placed on SEN Register IBP and report card Parent, pupil, PSO.

4. Begin interventions and strategies IBP shared with staff Teaching staff, form tutor, PSO.

5. Monitoring of pupil’s improvement Evidence via SIMs, reports from staff, Updates to parents

report cards etc

6. Review of IBP: Improvement – move to Audit section “B” No significant progress – go back to action 1 Decline and/or risk of PEx – move to Audit section “D” Brief written feedback to staff Parents, pupil, PSO.

Paper trail Communication

7. Procedures and Sanctions for Level of Need (Category) D & E pupils.

The work of the Senior PSO for Inclusion Each half term, Heads of Year will use the base-line behaviour audit (see appendix) to identify pupils in need of specific support and intervention. The Senior PSO (Inclusion) leads this intervention work and captures all aspects on an Individual Behaviour Plan. This plan is shared and agreed with parents / carers and the pupil. Interventions may include a reduced timetable and/or a modified day. There may be SEAL programmes and other anger management initiatives in place. The Individual Behaviour Plan is reviewed after 6 – 8 weeks. If after two or more cycles, there is no improvement, a multi-agency meeting (a Pastoral Support Plan) will be called and further strategies planned and discussed. The advice of the Educational Psychologist will be sought at this point if it hasn’t already or unless there is a significant reason why this is not possible, such as the EP not being available at this time. The Pastoral Support Plan (including an enhanced IBP) will be reviewed after 6-8 weeks. The actions of the outlined above are set out in the flow chart below.

1. Pupils identified as support category D or E Audit Head of Year

2.Information Gathering Subject teachers feedback sheet Teaching staff, Form tutor, PSO,

Lesson observation records HoY 6 - 8

3. Plan for intervention drawn up with pupil e e k

IBP(2) or Enhanced IBP Parent, pupil, Head of Year. s Risk assessment(?) Positive Handling Plan(?)

4. Pupil placed on SEN Register and outside agency referrals considered Referral forms and/or appendix B SENCo, Parent, Outside Agency form staff eg EP

5.Begin interventions and strategies Staff information sheet, pupil Teaching staff (via staff info sheet) information sheet.

6. Monitoring of pupil’s improvement Evidence via SIMs, reports from staff, Updates to parents report cards etc

7. Review of IBP / Enhanced IBP: Improvement – move to Audit section “C” No significant progress – go back to action 1 Decline and/or risk of PEx – continue to action 8 Written report to staff Parents, pupil, HoY

Actions by Assistant HT, SENCo, HoY, Key Worker 8. Plan for student to enter the in-school centre. Refer to EPS, other relevant agencies Referral forms Parent, pupil, Assistant HT, SENCo, HoY, Key Worker, outside agency staff. . e l 9. Hold Pastoral Support Plan Meeting i f l i PSP (including enhanced IBP and Parent, pupil, Assistant HT, SENCo, p

u evidence of outside agency advice), HoY, Key Worker, Inclusion Officer, p risk assessment, positive handling outside agency staff. n i

’ plan. n o i t n 10. Begin work in the In-school centre e v r Staff information sheet, pupil Teaching staff (via staff info sheet) e 6 t - n information sheet. 8 i

w d e n e a

11. Monitoring of pupil’s improvement k t s r

o Reports from in-school centre and Updates to parents p

p outside agencies u s f o

12. Review of PSP d r Parent, pupil, Assistant HT, SENCo, o c HoY, Key Worker, Inclusion Officer, e r ‘

f outside agency staff. o g n i t a 13. PSP Outcomes d p

u Improvement – Begin re-inclusion plan r No significant progress or a decline –student continues in the In-School a l u Centre. PEx/Managed Move/Entry To PRU also considered g e Appendix B Parent, pupil, Assistant HT, SENCo, R LA Managed Move Policy HoY, Key Worker, Inclusion Officer,

outside agency staff.

Paper trail Communication

8. The Use of internal exclusions and fixed-term exclusions In the event of a significant incident or persistently challenging behaviour, the headteacher may use a severe sanction such as internal or fixed term exclusion. Internal exclusions take place in the Reflection Room (see appendix 4) where the PSO (Inclusion) oversees the day. The day includes a structured opportunity for the student to reflect upon the incident and put strategies in place that reduce the chances of the incident happening again. The student will also undertake productive learning tasks. Croesyceiliog School uses fixed term exclusion prudently – we are aware that for some pupils, an exclusion does not change behaviour. A fixed term exclusion is only used in cases where there is a significant concern regarding the safety of pupils and staff. If a fixed-term exclusion is considered necessary the following actions are taken: • Parents/carers are informed immediately giving reasons for the exclusion and the rights of appeal against the decision • The Head informs the LA and the governors.

9. Other considerations

Criminal acts

Note also that where a criminal act has occurred, the police are called. Croesyceiliog School has an excellent relationship with the local Police Force and both the community officers and service police call in from time to time on courtesy visits.

Confiscating Items When colleagues confiscate items, they are to ensure that:  the owner’s name is recorded (he/she can write that him/herself on an envelope).  the date of confiscation is noted (as above).  the pupil is given a date/time when the item can be collected (the time scale should be reasonable - end of the next working day in the case of phones and MP3 players) unless they are collected by a parent/guardian at the end of the day.

Confiscated items such as mobile phones and MP3 players should be given directly to reception where they will be safely stored for collection. Colleagues are to keep a record of the person to who they gave it, for reference, and confiscation should be logged on Sims.

Confiscated property that is not handed to Reception (hoodies etc) should be kept securely (ideally locked away). We have the duty to take reasonable care of confiscated items (i.e. not lose them, destroy them or allow them to be damaged). NB: If the property is illegal (drugs/weapons), the school policy is that SLT will be informed and will contact the police.

Bullying

 Bullying is dealt with using the same approach as for other unacceptable behaviour, as outlined in the policy.  Please refer to our ‘Anti-bullying Policy’ for further information

Appendices:

1. Classroom “5 a day” Rules 2. Departmental behaviour/improvement report 3. Baseline Behaviour Audit 4. Use of the buildings – reminder for pupils and staff.

Appendix 1

We must show r espect at al l t i mes t o ot her s, our sel ves, and t he school .

We must al ways f ol l ow st af f i nst r uct i ons and heal t h and saf et y r ul es.

We must ar r i ve at al l l essons on t i me wi t h t he r i ght ki t and i n f ul l uni f or m.

We must t ake par t i n l essons, do our best and f i ni sh cl asswor k and homewor k t asks.

We must not use mobil e phones, mp3 pl ayer s, i Pods, gaming devi ces, ot her el ect r oni c ki t or ear phones dur i ng t he day.

Appendix 2

Departmental Improvement Record

What does being on Departmental Improvement Report mean?

It means that you have been disruptive or difficult in more than one lesson in this subject. You have probably been relocated more than once. Finally, you haven’t responded to the advice you have been given to help you improve in this subject and the things the teacher has tried, for example, moving where you sit, have not helped you to improve.

Your parents/carers will be informed that you are on this report via a letter. They will also receive a congratulation letter when you successfully complete the process and are not on report any more.

The report itself must remain with the teacher. They will tell you at the end of each lesson what they are going to write. They will be positive but honest. When the three lessons are completed, the report card will be stored in your student file which is kept with your Head of Year.

What the statements mean (this should be the basis of discussion with the student – before, during and after their time on Improvement Record) Self Control Staying calm, no outbursts of anger, no defiance, no exaggerated displays of attention-seeking, no running off Respect yourself No swearing or other anti-social behaviour. Being pleasant. Being happy

Respect others No behaviour that might upset or harm other pupils or the teacher, respecting other pupils’ property, respecting school property Settle to work/ stay on task Having the right equipment, completing work set in the time given, starting straight away and using time well, concentrating, completing all homework on time Know when to talk and when No interrupting or calling out, listening to instructions, not holding private conversations, listening not to well with empathy and understanding Try your best, with Enjoyment of learning in lessons and outside school, willingness to be engaged, challenging enthusiasm yourself to do your best and to improve

Learning@Croesy Page 21 IMPROVEMENT RECORD 1 (Amber).

Student name: …………………………………………………………… Form ……………… Teacher …………

Goals Lesson 1 Lesson 2 Lesson 3 Review notes () date: date: date:

Self Control

Respect yourself

Respect others

Settle to work/ stay on task Know when to talk and when not to Try your best, with enthusiasm

Student has / has not met their goals over three lessons (delete as appropriate).

Student has successfully completed Department Improvement Record 1 (Amber) / will now be referred to Head of Department (delete as appropriate).

Learning@Croesy

IMPROVEMENT RECORD 2 (Red).

Student name: …………………………………………………………… Form …… Head of Department …………

Goals Lesson 1 Lesson 2 Lesson 3 Review notes () date: date: date:

Self Control

Respect yourself

Respect others

Settle to work/ stay on task Know when to talk and when not to Try your best, with enthusiasm

Student has / has not met their goals over three lessons (delete as appropriate).

Student has successfully completed Department Improvement Record 2 (Red) / will now be moved to a different class for a fixed period / will now be moved to a different class permanently/ will be referred to Head of Year (delete as appropriate).

Appendix 3 BASE-LINE BEHAVIOUR AUDIT

TOOL 1: Behaviour Category for all pupils Please ask relevant staff to complete for their tutor/year groups, collate numbers and return to Julie Casey SSEP, Educational Psychology Service, County Hall, Cwmbran, Torfaen NP44 2WN (Email: [email protected]; Tel: 01633 647729) Please allocate pupils within your tutor/year group to the category (A-E) which represents the ‘best fit’. Liaise with others as necessary. You are asked to make judgements about the frequency of ‘low-level’ disruptive behaviour and ‘major’ behavioural incidents. To aid this (necessarily subjective) process, some examples of each are given below. Low Level Disruption ‘Major’ behavioural incidents This is behaviour which does not bring teaching and learning to a halt These are incidents that bring teaching and learning to an entire halt for but prevents pupils (both the disrupter and the disrupted) from learning more than a minute, pose a significant risk to the safety of the pupil or and reduces available teaching time eg. others (peers and staff), require restraint to be used (or the calling of staff support). e.g. - Persistently eating/drinking in class - throwing a chair - Persistent use of MP3 players/mobilie phones. - jumping out of a window - Persistent inappropriate use of IT facilities/playing computer games - shouting or swearing directly and openly at staff in front of other - out of seat behaviours pupils - regularly late to lessons - running off the premises - calls out - deliberate assault on a pupil - talks over teacher/squabbles with others consistently - deliberate assault on a teacher - answers back - threatening staff or peers with a weapon - initial non-compliance (failing to follow instructions after initial one) - major acts of vandalism – damage to school or others’ property - little/poor quality work completed - consistently forgetting PE kit/materials - Disturbing classes from the corridor Tool 1: Category descriptors Category Description (pen picture) Key indictors Beh A Student copes successfully in school, following rules and routines and responding to normal rewards and No serious behaviour incidents in previous term sanctions. Normal behaviour for Key Stage. Attends well. Is generally happy.

FTEs in previous term– 0 Detentions - rare (2/3 per year) Some Positive achievements eg. school awards; involvement in school activities etc. Beh B Student will cause some low level disruption probably in a limited range of lessons, with certain teachers Up to 1 behaviour incident in previous term (including supply teachers). Some incidents likely in unstructured time, but student generally responds to normal sanctions and rewards. FTEs in previous term – 0 Detentions in previous term - 2/3 Positive indicators : Some positive engagement with some school staff; some rewards earned in previous term. Beh C Students will cause low level disruption and be seriously off task in a range of lessons. Some serious behaviour 1 or more serious behaviour incidents in previous term. FTEs in incidents (1 or more during a term). Not always responsive to normal sanctions. Needs careful handling as can previous term : 1 ‘lose it’. Regular Detentions/not always attended Senior staff have involvement Few positive indicators. Beh D Students likely to have major incidents at least weekly and disrupt teaching with low-level disruption across Serious behaviour incidents – at least weekly majority of subject areas. Students will be regularly non-compliant with teacher requests and sent out of lessons/to senior staff at least twice weekly. Senior staff will spend some time with these pupils each week. FTEs 2 –5 days in one term Pupils can usually be ‘contained’ by senior staff. Senior staff have a lot of involvement A plan/Support would be in place Beh E Students will be likely to have major incidents more than once a week. Low level disruption across the Serious behaviour incidents at least weekly curriculum. Problems likely at break/ lunch-time. Regularly refuse to do as they are told or follow rules or routines. Their behaviour will be more extreme than category D – eg. regularly verbally abusive to staff including More than 5 days FTE in previous term senior staff, maybe physically aggressive to staff and pupils and require restraint, frequent temper tantrums. On In danger of PEX occasions considered beyond the control of the school. PSP would normally be in place AR would be considering alternative placement if pupil statemented. Other Students who do not ‘fit’ the above categories, but about whom you have concerns (e.g. withdrawn, anxious Possibly involvement with counselling services, CAMHs) etc. students who might not seek support, or those you suspect may have mental health issues such as eating but may not currently access support. disorders or self-harming)

TOOL 1: To be completed by tutors/year heads as appropriate (please refer to behaviour category descriptors) Year Group Tutor: Tutor Group:

Behaviour Number of pupils fitting Names (Please provide for categories C, Comments category criteria / Total number of D, E and ‘other’) pupils in group A

SELF-ASSESSMENT FRAMEWORK (BEHAVIOUR): TOOL 1: BEHAVIOUR CATEGORIES School: Date:

TOTAL Y7 Y8 Y9 TOTAL Pupils Y10 Y11 TOTAL OVERALL NUMBER KS3 pupils TOTAL OF PUPILS KS4 number IN YEAR pupils GROUP

TOTAL % KS3* TOTAL TOTAL % % KS4 ( Number of pupils in: BEHAVIOUR CATEGORY A BEHAVIOUR CATEGORY B

BEHAVIOUR CATEGORY C

BEHAVIOUR CATEGORY

BEHAVIOUR CATEGORY E

Please return to Julie Casey SSEP, Educational Psychology Service, County Hall, Cwmbran, Torfaen NP44 2WN (Email: [email protected]; Tel: 01633 647729) * Total in category/total number in year group, key-stage or school x 100

Appendix 4

Reminder to Pupils - Use of the School Buildings

The school buildings are our workplace. We are all responsible for making sure our working environment is safe, clean and used with respect.

Pupils are firstly reminded of the school 5 a-day rules, particularly:

1. We must show respect at all times to others, ourselves, and the school.

2. We must always follow staff instructions and health and safety rules.

Before School

 Pupils should not enter the buildings until 8.35am at the earliest.

 The canteen can be used from 8.15am.

 Pupils must ensure that they arrive on time to morning registration/assembly.

Break and Lunch

 The staff on duty are in charge of the school site. Their instructions must be respected, followed first time and not questioned.

 Pupils may enter the building to access:

o Toilets.

o Dinner tickets.

o PSO or HoY offices.

o Detention.

o Clubs.

o Lost property.

o Library.

 Pupils must not be in the building unless they have a reason to do so (see above list). This includes doorways and entrance areas which must be kept clear.

 The east and west halls will be available for pupils except when there are examinations or other activities. At these times the halls may be closed.

 Pupils must ensure that they arrive on time to lessons, but should not enter the buildings excessively early prior to lessons 3 and 5 (not earlier than 5 minutes before the lesson).

 Wet weather presents difficulties on our site, especially when either or both halls are shut. However, pupils must follow duty staff’s instructions on these days which may well mean they have to leave the building and remain outside. Pupils are reminded of the uniform rules which state that they must have a coat that is suitable for the weather conditions.

 Food and drink may only be consumed in the halls, the canteen or outside.

 Bins MUST be used inside and outside of the buildings.

 If the halls are left with an exceptionally large amount of litter at the end of a break or lunch, they may be closed the next day.

Reception

Pupils may access the reception area if:

 There is a medical emergency

 Picking up dinner ticket (before school)

 Signing in or out of school (please show your note to sign out)

Reception should not be used as a “walk-through” route.