Behaviour for Learning Policy (Incorporating Policies for Behaviour Management, Drugs and Anti-Bullying)

The Chase A school of excellence

Behaviour for Learning Policy (incorporating policies for Behaviour Management, Drugs and Anti-Bullying)

A. Our Vision:

‘Happy and Successful, Today and Tomorrow’

We want our students to have happy lives. To that end, we will strive to ensure: A. They develop confidence in their abilities and self-esteem through their achievements B. They develop respect for the different contribution they and others make to our community C. They are protected from harm in their youth D. They develop the ability to overcome challenges and dangers in their adult lives, be that physical, emotional, social or financial

This policy supports our vision to enable young people to become confident learners within a supportive and positive learning environment. Rewards, responsibility and recognition of their achievements will help to make students happy and successful and to take pride in all they do. By challenging all harmful behaviour and by promoting an inclusive culture of belonging and respect, students will feel safe and valued in all their diverse ways.

B. Procedures

To realise the school’s vision the following procedures will be followed:

a) Rewards:

(i) Teachers will seek out opportunities to publicly praise students for behaviour that enhances learning. Praise will be genuine and public. As a guiding principle, teachers will seek to give twice as much praise as criticism. (ii) Teachers will seek to reward at least two students per class per lesson. Rewards will be in the format of a commendation known as a house point (see Appendix A: ‘Rewards’). A house point will be issued to a student who has modelled one of the school’s ‘Expectations’ (See Appendix B: ‘Our Expectations’).Commendations may also be used as

a form of reward outside of the lesson, but only one can be issued per student per event. It is possible to reward many students in a class with house points if they have all worked consistently well. (iii) House points will be recorded via SIMS class register by right clicking the student name which generates an automatic email to parents. (iv) Students are encouraged to show their house point slips to their parents. (v) House point totals will be monitored by House Leaders at the end of each term. Each student who reaches 100 commendations within a year will be awarded an ‘Honour’ award flash (See Appendix A: ‘Rewards’), to be sewn onto their uniform jumper. An ‘Honour’ award will qualify students for certain privileges (e.g. first consideration for places on school trips, etc.). Students may receive more than one Honours Flash in their school career (vi) Teachers should also send ‘Praise Postcards’ (See Appendix A: ‘Rewards’) home for at least five students in each class they teach each half term. They will complete the postcard details and give them to Reception for posting. (vii) Praise postcards will be recorded via the Sims class register by right clicking the student name and an automatic email will be generated to parents. A praise postcard equates to 3 house points. (viii) In addition to house points and praise postcards, other rewards may be used (but may not be financial or material in nature) e.g. certificates for attendance (ix) Electronic copies of tallies of house points will be kept for easy reference by Form Tutors, Faculty/Subject Leaders and House Leaders.

b) Student Behaviour Management

A key determinant of effective behaviour for learning in lessons is the quality of teaching and the consistent application of procedures. There is distinct correlation between the quality of relationship established between teacher and class and the behaviour that students exhibit. At all times, positive supportive relationships should be nurtured in the learning environment. Teachers will follow the elements of effective teaching as presented in the ‘Masterclass’ CPD programme. These are:

(i) Growth mindset about self and students (ii) Clear, modelled learning objectives presented at start of lesson and returned to throughout lesson (iii) A ‘Padeia’ teaching structure within a single lesson or across a series of lessons (iv) Majority of time in lessons used to engage students in participatory learning activities, with a mixture of individual and group thinking tasks (v) A coaching style of written or oral feedback, with opportunities provided for students to improve their learning outcome following receipt of feedback (DIRT)

In addition teachers and learning support staff will:

(vi) Consistently apply the school’s ‘Rewards’ and ‘Sanctions’ procedures (vii) Use a Mesh data informed seating plan to inform the management of a positive learning environment within a lesson (viii) Challenge all and any incident of behaviour that may be harmful to self or others or distract from learning (ix) Apply rewards or sanctions to individual students as warranted. Staff may not apply a sanction either to a whole class or group of students as a unit if there are individuals within the grouping who did not engage in the targeted behaviour.

Teachers and learning support staff will also use the following strategies to help maintain a positive learning environment within the classroom or elsewhere:

 Give guidance to students on how much time will be dedicated to any learning task and on the outcome expected  Use a procedure to gain students’ attention before giving instructions (e.g. ‘You will give me your attention in 5,4,3,2,1’)

Teachers and learning support staff will not stop the flow of learning for a whole class if there are other strategies that could be used to address a behaviour issue. Staff will use a range of behaviour management strategies, as appropriate. These will include, but not exclusively:

(i) The use of a student’s name to draw their attention (ii) Proximity to students who may be on the cusp of, or engaged in, distracting or harmful behaviour (iii) Redirection to the learning task (iv) Alteration to the volume or style of ‘teacher voice’ (v) Distance eye to eye contact (vi) Directive hand signals (e.g. pointing, ‘stop’ sign, etc.)

Should a student behave in such a way that disrupts the learning of others or is harmful to others and does not respond to a teacher’s directions, then the teacher may seek the support from a more senior member of staff. Students should be directed to Faculty/Subject Leaders. Teachers may request the support of a member of the Senior Leadership Team. Members of the Senior leadership Team can be contacted by Reception (e.g. by radio) to assist as required. A student who has been removed from a lesson by the SLT will not be returned to that lesson on that day. The class teacher will log this action. If the student behaviour deteriorates after removal by SLT, then the SLT member of staff will also log subsequent actions and follow up.

Form Tutors will set the tone of the day at the morning register unit. Form Tutors will:

(i) Challenge any student not in correct uniform or failing to wear uniform correctly (ii) Ensure all students are sitting at chairs and tables correctly in the manner of a normal lesson (iii) Take registers in silence

(iv) Regularly check students have the right equipment with them to support learning

1.5 Sanctions

Teachers and learning support staff should not expect sanctions or the threat of sanctions to directly improve behaviour. Sanctions are used in this school not to directly control behaviour but to ensure that students understand that should they choose to engage in harmful behaviour or behaviour that distracts others from learning then they will have to accept the consequences of such choices.

Sanctions must be proportionate and reasonable in all circumstances. Account must be taken of the student’s age, any additional needs and any religious requirements affecting them.

Sanctions should never compromise the safety of the child or be demeaning.

Faculties may run additional sanction systems that are appropriate to their particular area, e.g. sanctions for failure to bring P.E. uniform, but new systems must first be approved by the Assistant Headteacher (Development and Welfare)

1.6 Sanctions: Detentions

Should students engage in harmful behaviour or behaviour that distracts others from learning teachers or learning support staff will use the following procedure:

(i) In the first instance, staff will use ‘pass off’ behaviour management techniques to redirect students to the required behaviour. If these strategies prove not to be effective, staff will issue a verbal official warning. This warning will inform the student of the behaviour that is causing an offence and direct them to the required behaviour. The warning will make clear the sanctions that will follow should a student choose to continue with the offensive behaviour. Such low level disruption/issues should be logged on SIMS on behaviour incidents so that F/Ts and H/Ls can monitor students at this stage. (ii) Students should then be given the opportunity to reflect on their behaviour. If the behaviour continues then the teacher or support staff will inform the student of the sanction that will follow. (iii) Sanctions may include re-routing to another room within the Faculty, staying after the lesson to discuss their behaviour, contact with parents or a detention. (iv) If the sanction is a detention the staff member will tell the student and log the detention via SIMS. Training on how to do this will be given to all staff. The method used will then show the d/t on the student timetable and register so that colleagues are aware if another detention is already set for a certain time. Students will be made aware of the place, date and time of the detention as well as the member of staff setting the detention and the reason for it. An email and text is generated home advising parents of this too. For students that do not have an email/ mobile phone, a letter should be sent. (Appendix C: ‘Detention Letters’ – NB staff should put reason for d/t on the letter.) It is the

responsibility of students to deliver the letter to the parent and should they not do so the detention will still continue at the designated time and place. Parental consent is legally not required for detentions.

(v) If a student can give a reasonable reason why they cannot attend detention on the date given, the teacher will be expected to give their next available date. (vi) The first detention will be held normally on the following day. It will be held usually in the teacher’s normal room and will be directed by the teacher who set the detention. Students will be directed to engage in a learning task or a reflection activity while they are in the detention. The detention will last no more than fifteen minutes and will start at 3.10pm. (viii) Should a student not attend this detention then the teacher or support staff will issue a second detention/letter to the student. This detention will last twenty minutes and will start at 3.10pm. (ix) Should a student not attend this detention then the teacher will pass on the student’s name to the relevant to their Faculty/Subject leader in the first instance if it is a curriculum matter, or to the House Leader for pastoral matters. The Faculty/ Subject/ House Leader will then inform parents that their child is in a Leader detention. This detention will last up to 45 minutes. The Pastoral team will get involved where there are multiple issues for a child across a range of subjects. Equally where matters are to do with out of lesson behaviours then the Pastoral team will impose sanctions, which will include up to 45 minute detentions. (x) Should a student continue to fail to respond to these sanctions, a SLT detention letter will be issued by the Pastoral team for one hour to take place on a Friday afternoon. Where possible these students will be collected during period 6 on a Friday. (xi) Teachers and support staff will record all detentions given on the SIMS system. Only detentions will be recorded under detention box. All other logged behaviour incidents will show in Behaviour section. (xii) The House Leaders and members of Senior Leadership Team will use the data on detentions to inform pro-active interventions to maintain a positive learning environment. Students gaining more detentions than others will be targeted for support and/or monitoring. These students may be expected to complete a period of being on a Form Tutor, House Leader, Faculty Leader or Senior Leadership Team Report. (xiii) Detentions may be used as a form of sanction for behaviour outside of lessons. The procedure detailed above may be used or the student may be directed to a Pastoral Office, where a House Leader will administer the necessary sanction. (xiv) Detentions are usually to be set for after the end of period 6. However, where a detention needs to be set during break or dinner time the teachers setting the detention must ensure that a student can visit a toilet and have access to food during dinner time. (xv) In KS5, instead of detentions students will be directed to leave the lesson. Their behaviour will be reported to the Head of Sixth Form who will meet with the student concerned and give an official warning of their behaviour. (xvi) Poor behaviour at break and lunchtime may mean that a student is required to spend time at lunch in a supervised room away from the playgrounds and corridors.

Sanctions: Internal Exclusion Room (IER)

Detentions will be the normal form of sanctions used within the school. However, occasionally a student may engage in behaviour of a more serious or repetitious nature. In those instances, House leaders or members of the Senior Leadership Team may place a student in an internal exclusion. The following procedure will be used:

(i) An internal exclusion room will be maintained throughout the school day. (ii) The room will be staffed at all times, usually by teachers. Teachers will have this duty on their timetable and it will count as a contact period. (iii) House Leaders and members of the Senior Leadership Team will book students into the IER for the next available day following the incident of poor behaviour. They will send a letter to the parents/guardians informing them of the internal exclusion and explaining the reason (Appendix X: Internal Exclusion Letter). This letter may be sent after the student has served the internal exclusion but will normally be sent the day before. (Assistant Headteacher (Development and Welfare) will sign these letters.) (iv) A member of the Pastoral Team will publish a list of students in internal exclusion the following day to all staff by email. A log of all those in the IER and the reason for being there needs to be kept by Pastoral team. (v) It will not be necessary to inform the student of the internal exclusion prior to the event. However, the reason for the internal exclusion must be clearly explained to the student. (vi) A maximum of only four students will be placed into the IER at any one time. (vii) Students will be directed to complete learning tasks appropriate to their timetabled lessons that day. Resources for these tasks will be kept within the room. (viii) Faculty and Subject Leaders will ensure that learning materials suitable for their subject and for each year group are maintained within the room. Learning tasks should be stand- alone activities. (ix) Should they choose, teachers may set appropriate work for students based on the learning tasks the student would have normally completed during the lesson they are missing. It will be the responsibility of that teacher to ensure this work is available to the student concerned. (x) Assistant Headteacher (Development and Welfare) will ensure that the room is equipped with a phone, an up to date phone contact list and suitable resources for studies (e.g. pens, paper, learning resources). (xi) During the internal exclusion students are expected to meet all the school’s ‘Expectations’. In addition, they will not be expected to communicate with other students. (xii) During break time students will be allowed to drink or eat if they have food and drink in their possession. (xiii) House Leaders will liaise with Catering contractors so that food arrangements for students at lunchtime are sorted. (xiv) Unless a student has a recorded medical condition or suddenly falls ill, students will only be allowed to attend the toilet at times other than break or dinner time.

(xv) Failure to behave correctly in the internal exclusion room may be punished by a formal fixed term exclusion of one day. (xvi) Should there be less than four students in the room, House Leaders or members of the Senior Leadership Team may place students immediately into the Internal Exclusion Room should their behaviour warrant such a sanction. (xvii) The Internal Exclusion procedure will not apply to KS5 students. Instead, these students will be always be set a fixed term exclusion. (xviii) A day in the IER is logged under Detention and will count as 5 behaviour points.

Sanctions: Exclusion

(i) The Headteacher will authorise a fixed term exclusion for any harmful or disruptive behaviour that is more serious or repetitious in nature than internal sanctions warrant. No fixed term exclusion will last longer than four days. (ii) The Headteacher will permanently exclude a student for any harmful or disruptive behaviour that seriously endangers the safety or education of others. (iii) In both instances, full consideration will be made to guidelines and procedures issued by the Local Authority (iv) Parents will be informed by telephone and then in writing of a fixed or permanent exclusion. A House Leader or member of the Senior Leadership Team will contact parents/guardians by phone to explain the circumstances leading to the decision to exclude. A letter detailing the reason for the exclusion and summarising the process of the exclusion process will follow this contact (Appendix I: Exclusion Letters) (v) Exclusions will be logged on SIMS.

Harmful Behaviour

The Chase School is committed to providing a safe learning environment for all its students and will strive to prevent and punish harmful behaviour (especially bullying) of any sort.

Students learn best when they are happy and confident. Hence, this school will pro-actively seek to create a positive learning environment within which no student is a victim of harmful behaviour. Harmful behaviour is defined as any behaviour that would clearly be seen as harmful to another person whatever the context or reason, and will include behaviour within and without friendship or family groupings. It will seek to support students by:

(i) Delivering PHSE programmes that train our students to value and celebrate the differences of others. (ii) Celebrating the differences within our community through assemblies and displays around the school. (iii) Delivering PHSE programmes that train our students in positive conflict resolution skills. (iv) Delivering PHSE programmes that train our students to use social media as a positive tool and how to respond when it is used for harmful purposes.

(v) Ensuring that form tutors regularly discuss harmful behaviour within form tutor time (at least once every half term), encouraging students to disclose any incident they are aware of and coaching them on suitable responses to these incidents. (vi) Organising the selection of suitable candidates from Year 11 and year 13 to serve as Student Leaders. These students will be trained to support students who are in danger of harmful behaviour and will play a key role in the management of the house system supporting House Leaders at break and lunch. (vii) Regularly delivering training to teachers and other staff on the different forms of harmful behaviour and how to recognise and react to each. This will be advertised through the CPD calendar as well as being covered in TE days. (viii) Expecting ALL staff to challenge all and any incidents of harmful behaviour immediately. Each challenge will clearly communicate to the student what they are doing wrong and explain why it is not acceptable. It need not lead to sanctions if it is clear that the student has acknowledged the potential harmfulness of their behaviour. (ix) Providing manuals for both students and parents on how best to respond to incidents of harmful behaviour. (Appendix D: ‘Student Guide: How to Respond to Harmful Behaviour’) (Appendix E: ‘Parent Guide: How to Respond if Your Child Experiences Harmful Behaviour from Others’). Parents will be made aware of these documents during induction days and via email. (x) Students who regularly engage in harmful behaviour will first be punished through internal sanctions and then supported to change their behaviour through the support of outside agencies. If harmful behaviour continues following this support then the student will be permanently excluded from this school. (xi) Any student engaged in serious harmful behaviour (e.g. repeated, malicious, planned, physical aggression, etc.) should be given at least a detention as a sanction and this will be recorded on the SIMS system as ’Bullying’. (xii) The school is not at liberty to apply sanctions to any student using social media for harmful reasons outside of school hours or school sanctioned activities and trips. However, it will apply sanctions should this activity take place within school or school sanctioned activities. The school will include advice in both its Student and Parent Guides on what action to take when a student becomes a victim of harmful behaviour through social media. School may also take action if a problem starting out of school is brought into school and harm is caused.

Drugs

The use and supply of drugs is seen by the school as a harmful behaviour. The school will not tolerate the use of Illegal drugs, the abuse of legal substances and the misuse of prescribed medicines by our students.

The school will:

(i) Promote a healthy lifestyle and educate students about the risks associated with drugs through its PHSE programmes

(ii) Call upon the assistance of outside agencies to help educate our students in the dangers of drug taking (iii) Signpost appropriate assistance for students who find themselves in difficulties through substance abuse (iv) Provide suitable training for all teachers and learning support staff (v) Alert and inform parents/guardians if we believe their child is in danger from drug abuse (vi) Inform the police if the substance in question is illegal or the activity is against the law

The school’s response to any instance of substance misuse of any sort will depend on individual circumstances. However, any incident of substance misuse will normally be punished by a fixed term exclusion. Persistent offenders, those that encourage others to engage in substance misuse or those who supply drugs to others will always be permanently excluded irrespective of individual circumstances.

Smoking of any substance and of any kind is strictly prohibited on the school campus. The usual sanctions will be applied to any student found smoking.

Use of Reasonable Force

No physical force may be used by any member of staff against any person within the school unless it meets the guidelines outlined below.

Members of staff may use appropriate, proportionate and reasonable physical force (as outlined by national guidelines) against a student or others only in the following circumstances:

 Self defence  Controlling a student or others who may be at risk of harming themselves  Preventing a student or others from physical aggression against another person, including the removal of any implement that may be used to harm others

The Assistant Headteacher (Development and Welfare) will ensure that training in reasonable force is given to all staff through the CPD training package or via TE days. Members of staff should always put their own safety first and should feel no expectation to directly intervene in any event that threatens that safety.

Inappropriate Items

A House Leader or member of the Senior Leadership Team has the legal power to search for, confiscate, retain or dispose of the following items without the consent of the student or parent:  Weapons  Alcohol  Illegal drugs or legal substances being used in a manner that may be harmful

 Any legal substance that is intended to be misused or is of harm to students (e.g. solvents)  Stolen items  Laser pens  Tobacco and related items (including e-cigarettes)  Fireworks  Pornographic items

A search must always be conducted in the presence of another member of staff and a record of the search must be kept. This record will remain in the pastoral file of the relevant student.

Students may bring mobile phones and mobile music devices to school but may not use them at any time during attendance at school, unless part of a learning activity directed by a teacher or learning support staff. Students who do use these items during their attendance at school will face school sanctions as detailed above. Students may be required to leave their phones with their House Head at the start of the day if they cannot follow school expectations.

Students may not wear any hood or hat inside school buildings and may only wear them outside on the school campus in cold or wet weather. Logos (other than the Chase badge) are not permitted on any clothing. Hooded tops are allowed as coats – however should not replace the school sweater.

Apart from a single stud in each ear, students will not be allowed to wear piercings of any sort. Students will not be allowed to wear dangling earrings. Students will not be allowed to wear extremes of either make up or hair design (‘extreme’ being of a nature that would draw undue attention to the student). Students are required to meet the expectations of the school to respect themselves and others by wearing their uniform correctly at all times.

Roles and Responsibilities

The governors will ensure that:

 The school complies with its duty to promote good behaviour

The Headteacher will ensure that:

 The Behaviour for Learning Policy is readily available and actively promoted  All staff understand their responsibilities and receive appropriate support and training if necessary  The policy and its procedures are followed

Assistant Headteacher (Development and Welfare) will ensure that:

 Practice in school supports the vision and procedures outlined in this policy

 Appropriate training is undertaken in order to support staff in carrying out their responsibilities  Staff, governors, parents and students are kept up to date with relevant information  Monitoring and assessment of the impact of this policy takes place  They contribute as required to a termly report prepared for governors outlining the action taken within the preceding year and evaluating the impact of that action

All staff will ensure that:

 They have read the policy and understand their responsibilities  They promote the core values outlined by the policy

Monitoring and Evaluation

 The Assistant Headteacher (Development and Welfare) will present a report to governors every term outlining the action taken within the preceding term and evaluating the impact of that action

The Behaviour for Learning Policy is applicable to any event or activity authorised by the school and led or directed by its staff. It may be applied to any incident occurring during a student’s travel to and from school, until they return to the care of a parent or guardian. .

Authors: HM, WL Agreed by Governors: (TBD: April 2015) To be reviewed by Governors: June 2017

Appendix A: Rewards

Commendation

Honour Flash

Praise Postcard

Appendix B: Our Expectations

Appendix C: Detention Letters Class teacher/Tutor Detention Letter IF NOT TEXT/EMAIL IS AVAILABLE

Date:

To the parent / guardian of

Re: Detention

At The Chase we expect all of our students to act in a mature and considerate manner at all times. Only when our students respect others and their right to education can we ensure the positive learning environment we want for all of our students. The school will not tolerate any harmful behaviour towards others or any behaviour that distracts others from their learning. We expect all of our students to respect themselves, respect others and to respect learning.

It is with disappointment, therefore, that I have to report to you that your child has failed to meet the school’s expectations and has engaged in behaviour that is either harmful or distracts from learning, detrimental to either themselves or others.

Reason for this detention:

As your child chose to ignore a clear warning from me about their behaviour I have no choice but to punish your child with a fifteen / twenty minute detention on (date) in room

The school views a failure to attend a detention as a serious breach of its rules. Should your child have a genuine reason for not being able to attend this detention please inform me in writing before the date shown.

I appreciate that your child’s behaviour in this instance will be a disappointment to you. I would be grateful if you would discuss this with him or her to ensure that it is not repeated. I would be grateful if you would sign the acknowledgment slip below.

Many thanks for your continued support.

Yours faithfully,

Class teacher / Tutor

------Parent Acknowledgment Slip

I have received this notice of a detention.

Parent’s signature: Date:

Appendix C: Detention Letters YL/SL/FL Detention Letter IF NOT TEXT/EMAIL IS AVAILABLE

Date:

To the parent / guardian of

Re: Detention

I am therefore informing you that your child will receive up to a forty-five minute detention on (date) in room

Reason for this detention:

Many thanks for your continued support.

Yours faithfully,

House Leader / Subject Leader / Faculty Leader

------Parent Acknowledgment Slip

I have received this notice of a detention.

Parent’s signature: Date:

Appendix C: Detention Letters SENIOR LEADERSHIP TEAM Detention Letter

Date:

To the parent / guardian of

Your child has now been issued with a detention by a member of the Senior Leadership Team for the following reason: a) He or she has been issued with at least two previous detentions but has failed to attend. The school views failure to attend a detention as a serious breach of school rules and hence has now arranged for your child to attend a detention with a member of the Senior Leadership Team b) OR for the following reason :

Your child should report to Room 1 on Friday (date)……………………………….Failure to attend this detention will trigger even more serious sanctions.

Should your child have a genuine reason for not being able to attend this detention please inform myself in writing before the date shown.

I appreciate that your child’s behaviour in this instance will be a disappointment to you. I would be grateful if you would discuss this with them to ensure that it is not repeated.

Many thanks for your continued support.

Yours sincerely,

Richard A Jacobs - Headteacher

------Parent Acknowledgment Slip

I have received notice of a detention for………………………………………………….(name)

Parent’s signature: Date:

Appendix D: Student Guide: How to Respond to Harmful Behaviour

How to respond to harmful behaviour : student guide

1. Stay calm, don’t get wound up, especially in front of an audience 2. Breathe deeply and remind yourself that there is nothing about you that deserves to be treated harmfully 3. Try walking away and ignoring, stay with your friends 4. Stand up to the person/people and tell them that you are not prepared to accept what they are doing and that you need them to stop it 5. Make sure that you don’t retaliate- keep the moral high- ground 6. Let someone know. Harmful behaviour of any sort is not acceptable and no one should have to put up with it 7. Talk to a trusted person: a senior student leader, your form tutor, a teacher, your House Leader, your parents or carers. Research shows that adults nearly always need to be involved to stop bullying 8. Realise that people who behave in a way that causes harm often need help. You may think they should always be punished, but be prepared to see them being helped in school. 9. If you see bullying or harmful behaviour, take your role as a bystander seriously. Support friends, and encourage people to walk away from a situation. Walk with the person if they are on their own, and tell an adult about what is happening – or go with the person to tell an adult. 10. The more people tell about any bullying and harmful behaviour they see, the less it will happen.

There are many brilliant organisations and websites available which have lots of support information about bullying.

You may like to look at the NSPCC website or the Anti Bullying Alliance. Stonewall and the CEOP website also have many useful links.

Appendix E: Parent/ carer Guide: How to Respond if Your Child Experiences Harmful Behaviour from Others

How to respond to harmful behaviour : parent guide Advice from professionals works from a starting point that parents should always try to be a role model in the way they talk about and treat others in order to create a climate that make it safe for their child to talk to them.

If your child tells you that they are experiencing harmful behaviour:

1. Keep calm and praise your child for letting you know. Don’t get wound up and get angry or threaten to visit school immediately or the parent of the other person – it will usually make things worse 2. Try to find out the facts from your child and decide what sort of harmful behaviours are being described. Think about any changes in behaviour that you may have noticed in your child recently 3. Listen to your child and allow your child to express their feelings to you. Talk to them about why people might be unkind or unpleasant to them 4. Ask your child what they would like to happen and how you can help them 5. If harmful behaviours continue, you should alert school 6. Collect evidence so that you can let school know who, when, what, where 7. Staff at our school will be working very hard to make the environment safe and secure for all pupils, so will be keen to know if this is not the case. We will work with parents and students to make sure that harmful behaviours are dealt with. It helps if parents understand that people who behave in a way that causes harm often need help. You may think they should always be punished, but be prepared to see them being helped in school.

If your child is behaving in a harmful manner to others: 8. Try to listen to what is being said, and avoid labelling, disbelieving or punishing 9. Discuss with your child what harmful behaviours are involved. Stay calm at all times. Talk about how the other person may feel as a result of these behaviours. 10. Arrange to talk with an adult at school about the situation and work together with school to support your child to change their behaviours. 11. You may also like to think about why children do bully and this may involve looking at family dynamics.

There are many excellent organisations and websites that have information about bullying. For example: the NSPCC, the Anti Bullying Alliance, CEOPS, Stonewall.

Appendix F: Rewards and Sanctions Flow Chart

Positive Learning Environment  At least two students at end of the lesson who have respected them self, others or learning to receive a House Point slip, publicly awarded  Using the SIMS class register, record the ‘House Point’ by right clicking on the student name  At least five students each half term who have respected themselves, others or learning to receive a ‘Praise Postcard’  Using the SIMS class register, record the ‘Praise Postcard’ by right clicking on the student name. Give postcard to reception for posting.

Distracting or Harmful Behaviour  Redirect any student engaging in distracting or harmful behaviour back to their learning task.  Issue a formal warning to any student who fails e.g. to return to the learning task  Log a behaviour incident on SIMS to record this  Issue a detention (or an alternative punishment) to any student who ignores a formal warning. Use SIMS to do this. Complete a detention letter if needed, adding the date and place of detention and issue to student. A day’s notice must be given.  The detention will last 15 minutes. It is at the discretion of the teacher how this time is used, but cannot involve any demeaning task.

Failure to Attend Detention  Issue a second detention and send letter if needed. Record on SIMS.  This detention will last twenty minutes.  Should a student not attend this detention report the student to House Leader/Faculty or Subject Leader.  The House Leader/Faculty or Subject Leader will issue a 40 minutes long detention.  Should the student not attend this detention the House/Faculty/Subject Leader will set an hour long SLT detention

Appendix G: Home-School Agreement

The Home-School Agreement is a key document that details how school, student and home will work together to ensure acceptable standards of behaviour that will allow for academic achievement in school. Parents are asked to sign this following the admission of their child to school and each subsequent year. The Home-School Agreement is included in the Student Planner and should be signed by all parties by the end of September.

Home-School Agreement

The Chase will:  Create an environment of mutual respect where the safety and happiness of all students is fostered as valued and equal members of the school community  Do all it can to help students to achieve their full academic potential  Provide a broad, balanced, full time and appropriate curriculum  Expect the highest standards of work and behaviour from all students at all times  Provide opportunities for students to undertake and learn from appropriate home learning  Keep parents and carers informed about school matters  Provide a rich and varied range of enrichment and extra -curricular activities  Offer parents and carers opportunities to become involved in the life of the school

As a parent/carer, I will:  Take an active interest in my child’s school life and inform school of important information required, such as change of address, contact number or email  Make the school aware immediately of any concerns or problems that might affect my child’s work or behaviour  Ensure that my child attends school every day, on time, in the correct uniform and equipped for a working day ready to learn  Support the school rules and sanctions, including the use of detentions  Provide opportunities for home learning to be done effectively  Encourage my child to take part in extra-curricular activities  Attend parents’ evenings and meetings for my child

As a student, I will:  Play a positive part in the life of the school community including at break and lunch times  Attend school every day, on time, in the correct uniform and equipped for a working day, ready to learn  Do all class work as well as possible so that I will make progress  Complete all home learning on time and to the expected standard  Follow all school expectations - not just those I want to- including at break and lunch times  Do my best to take part in extra -curricular activities  Let people at home know what is happening at school.

Appendix H: Internal Exclusion Letter

WL/(HL initials)

Date

Addressee

Dear RE: (Name and Form) – Internal Exclusion Room At The Chase, we are committed to supporting our students to become happy and successful lifelong learners. We strive to develop their resilience, aspiration and respect for others. We value our relationships with the parents of our students as only through a mutually supportive partnership between home and school can we ensure we meet our commitment. In support of that partnership, I am writing to inform you of (HL’s name) decision to place (student name) in the Internal Exclusion Room for (day/time - date). (Student name) was given work to do in the room and the room was supervised at all times to ensure learning continued as normal. The reason for (Name)’s referral is for …….. (incident details). I would be grateful if you could discuss the incident with (student name) to ensure that this behaviour is not repeated. Thank you for your support. Yours sincerely

Ms S Wilson Assistant Headteacher Development and Welfare

Appendix I: Exclusion Letters : Fixed Term of less than 6 days

DATE

Name & Address

Dear Salutation

Name and Form

I am writing to inform you of my decision to exclude <> for a fixed period of <> This means that <> will not be allowed in school for this period. The exclusion begins on <> and ends on <>.

The decision to exclude <> has not been taken lightly. <> has been excluded for this fixed period for………….

You have a duty to ensure that <> is not present in a public place in school hours, including the school site or its vicinity, during this exclusion (<>) unless there is reasonable justification for this. I must advise you that you may receive a penalty notice from the local authority if <> is present in a public place during school hours on the specified dates. If so, it will be for you to show reasonable justification.

You have the right to make representations to the School Governors’ Discipline Committee. If you wish to make representations please contact Ms Batchelor, Clerk to the Governors’ Discipline Committee, at school, [email protected] as soon as possible. Whilst the governing body has no power to direct reinstatement, they must consider any representations you make and may place a copy of their findings on <>’s school record.

Please contact <> regarding work for <> to continue during <> exclusion, when you must ensure that <> is not present in a public place without reasonable justification. You will be responsible for collecting work set by the school, and ensuring that it is completed and returned to us promptly for marking.

You are advised that the following sources of advice are available to you:

 Pupil Exclusions, Worcestershire: 01905 766628

 You may also find it useful to contact Coram Children’s Legal Centre. They aim to provide free legal advice and information to parents on education matters. They can be contacted on 0345 345 4345 or at http://www.childrenslegalcentre.com. The advice line is open from 9am to 8pm Monday to Friday, and 9am to 12:30pm Saturday, except Bank Holidays and 24th December to the 1st January.

 The current Statutory Exclusions Guidance: https://www.education.gov.uk/publications/eOrderingDownload/Statutory%20Guida nce%20-%20exclusion%20from%201%20sep%202012%20-%20june.pdf  SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service ) 01905 768153 [email protected]

 Worcestershire Gypsy Roma Traveller Education Team 01905 766609 [email protected]

<>’s exclusion expires on <>. You and <> are requested to attend a reintegration interview with <> on <> at <>.

Yours sincerely

Richard A Jacobs Headteacher

Appendix J: Exclusion Letters : Permanent Exclusion

DATE

Dear <>

Name and form

I regret to inform you of my decision to exclude <> permanently from [insert date]. This means that <> will not be allowed in this school unless <> is reinstated by the School Governors’ Discipline Committee or by a review panel.

I realise that this exclusion may well be upsetting for you and your family, but the decision to exclude <> has not been taken lightly. <> has been excluded permanently because [insert reasons for permanent exclusion].

You have a duty to ensure that your child is not present in a public place, including the school site or its vicinity, at any time in school hours during the first 5 school days of this exclusion (<>) unless there is reasonable justification. You could be prosecuted or receive a penalty notice if your child is present in a public place during normal school hours on those dates. It will be for you to show reasonable justification.

Alternative arrangements for <>’s education to continue will be made. Please contact <> regarding work for <> to continue during the first five days of <> exclusion, when you must ensure that <> is not present in a public place without reasonable justification.

You will be responsible for arranging collection of the work set by the school, and ensuring that it is completed and returned to us promptly for marking. From the sixth school day of the exclusion onwards (i.e. from ) the Local Authority will provide suitable full-time education, the arrangements for which will be notified to you shortly.

As this is a permanent exclusion, the School Governors’ Discipline Committee must meet to consider it. At the review meeting you may make representations to the Committee if you wish and ask them to reinstate «Childs_name» in school. The Committee have the power to reinstate your child immediately or from a specified date or, alternatively, they have the power to uphold the exclusion in which case you may appeal against their decision to an Independent Review Panel. The latest date the Committee can meet is [date – no later than 15 days from the date the governing body is notified]. If you would like to make representations to the Committee, please contact Ms Batchelor, Clerk to the Governors’ Discipline Committee, at school as soon as possible. A friend or representative may accompany you at the meeting, if you wish.

You will, whether you choose to make representations or not, be notified of the time and date of the meeting, which will take place at school, and will be minuted by an independent Clerk, who is not employed by the school. Please advise if you have a disability or special needs which would affect your ability to attend the meeting. Also, please inform the Clerk if it would be helpful for you to have an interpreter present at the meeting.

You are advised that the following sources of advice are available to you:

 Pupil Exclusions, Worcestershire: 01905 766628

 The current Statutory Exclusions Guidance: https://www.education.gov.uk/publications/eOrderingDownload/Statutory%20 Guidance%20-%20exclusion%20from%201%20sep%202012%20-%20june.pdf

 SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service ) 01905 768153 [email protected]

 Worcestershire Gypsy Roma Traveller Education Team 01905 766609 [email protected]

Yours sincerely

Richard A Jacobs Headteacher