Behaviour - Churnet View Middle School

Karen Broadhurst – September 2012Policy for Promoting Positive BehaviourOur Mission Statement“We will create, for everyone, an environment of opportunity within aculture of success and continue to develop and embed an achievementculture in all aspects of the school’s work.”VisionsTo seek to create a harmonious school community in which every individual is valuedand given every opportunity to fulfil their potential in terms of personal, emotionaland intellectual growth.To aim to provide a caring ethos where excellence and achievement is celebrated andpositive discipline enables individuals to feel valued and supported. As a school wevalue an ethos of learning and respect where learning is at the heart of the school andrespect facilitates learning at every level.The selfWe ALL value ourselves as unique individuals capable of intellectual, moral, physicaland spiritual growth and development.On the basis of these values, we will:• develop an understanding or our own characters, strengths and weaknesses;• develop self-respect and self-discipline;• make responsible use of our talents, rights and opportunities;• strive, throughout life, for knowledge, wisdom and understanding;• take responsibility, within our capabilities, for our own lives.RelationshipsWe value relationships as fundamental to the development and fulfilment of ourselvesand others, and to the good of the community.On the basis of these values, we will:• respect and care for others;• show others they are valued;• earn loyalty, trust and confidence;• work cooperatively with others;

• respect the privacy and property of others;• resolve disputes positively.Community and SocietyWe value truth, justice, fairness, rights and responsibilities, the rule of law andcollective effort for the common good.On the basis of these values, we will:• understand and carry out our responsibilities as citizens;• refuse to support values or actions that may be harmful to individual orcommunities;• work collaboratively with all members of our community and the wider society;• respect the rule of law and encourage others to do so;• respect religious and cultural diversity;• promote opportunities for all;• make truth, integrity, honesty and goodwill, priorities in our lives.The EnvironmentWe value the environment as the basis of life and a source of wonder and inspiration.On the basis of thee values, we should:• accept our responsibility to maintain a sustainable environment for futuregenerations;• understand our responsibilities for other species;• Preserve balance and diversity in nature wherever possible;• Preserve areas of beauty and interest for future generations.Karen Broadhurst – September 2012

Framework for Promoting Positive Behaviour and Good AttendanceIf we are to achieve excellence in a positive and caring school we all have rights andresponsibilities that need to be considered and adopted if we are to succeed. Beloware examples of rights and responsibilities.STAFFRightsTo be supported by peers and managersTo be listened toTo share opinionsTo be treated courteously by all others inthe school communityTo be made fully aware of the school’ssystems/policies/expectationsTo receive appropriate training to increaseskills in behaviour managementResponsibilitiesTo ask for support when neededTo offer support to colleagues and managersTo listen to othersTo give opinions in a constructive mannerTo model courteous behaviourTo recognise and acknowledge positive behaviourin othersTo seek information and use lines ofcommunicationTo support others in developing their skills inpromoting positive behaviour and goodattendanceTo acknowledge areas of own behaviourmanagement skills that could be developedCHILDRENRightsTo be treated with respectTo be safeTo learnTo try/use and to evaluate new approachesResponsibilitiesTo behave respectfully to othersTo behave in a way that keeps others and selfsafeTo attend school regularlyTo be willing to learnTo make mistakesTo allow others to learnTo own mistakesTo be listened toTo allow others to make mistakesTo give opinions in a constructive mannerTo listen to othersKaren Broadhurst – September 2012

PARENTS/CARERSRightsTo be treated with respectTo be kept informed about their child’sprogressResponsibilitiesTo behave respectfully towards othersTo ensure that their child attendsschools regularlyTo talk to their child about what he/shedoes in schoolTo be listened toTo have access to information on theschool’s procedures for positivebehaviour and good attendanceTo have concerns taken seriouslyTo talk to teachers if they have anyconcerns about their child’s learning orwellbeingTo listen to othersTo acknowledge/respond to informationand share opinions and concernsTo share opinions and concernsconstructivelyEffective Rewards and SanctionsTo be effective, we endeavour to provide a variety of rewards and sanctions,particularly geared around a newly-introduced ‘House System’, that meet therequirements of explicit standards. It is intended that these standards encourage:• use of a range of rewards and sanctions where rewards outnumber sanctions toacknowledge that rewards are more effective in motivating pupils;• use of praise, encouraging language and gestures so that positive behaviour,punctuality and regular attendance are instantly recognized;• formal use and recognition of the house /reward system for all pupils• recognition of improvements in behaviour and/or attendance• recognition of the behaviour and/or attendance rather than blaming theperson;• dealing with issues effectively to avoid early escalation to severe sanctions• avoidance of whole-group sanctions• taking account of individual circumstances• pupils to reflect on the effects of inappropriate behaviour or absence on theschool community• monitoring by ethnicity, gender and special educational needs.Constantly reinforcing positive behaviour is more effective than punishing negativebehaviour. Rewards that are effective for individual pupils are also likely to beKaren Broadhurst – September 2012

appreciated by their peers. Rewards will only have a long term effect on learning ifthey take account of what pupils find motivating. Pupils will find rewards motivatingif they are genuinely earned, sincerely given, proportionate to the action andsensitive to the pupil’s age, ability, culture, faith and other issues.It is important to give praise sensitively, otherwise pupils may feel:• embarrassed, especially if the praise is given in public;• that they are being patronized;• that they are being manipulated.Effectiveness in the application of rewards and sanctions is best achieved if pupils:• feel that they are partners in the school system;• are aware of the purpose behind receiving rewards and sanctions;• appreciate the personal benefits to them and their learning experiences.1. Responsibilities“Teachers can pre-empt and prevent poor behaviour by organising and managingchildren in a way that gives them the chance to demonstrate what they can do.”(The Positive Behaviour Handbook: Cousins and Jennings, 2003)Responsibilities of all staff• To lead by example;• To be consistent in dealing with pupils;• To promote the aims and values of Churnet View Middle School;• To have high expectations of pupils;• To praise pupils whenever appropriate;• To promote high expectations within the community;• To meet the educational, social and behavioural needs of pupils;• To provide an appropriate curriculum;• To show appreciation of the efforts and contribution of everyone;• To promote a positive attitude to quality work, by not using work as apunishment.Responsibilities of Year Leaders / Head of Departments• To support their teams in modelling the above;• To provide positive leadership;• To monitor pupil progress with regard to both behaviour and achievement.Karen Broadhurst – September 2012

Responsibilities of Headteacher and Assistant Headteachers• To support their Year Leaders and Head of Departments in modelling theabove;• To provide positive leadership for all;• To address any individual situation as deemed appropriate by Year Leaders orSubject Leaders.2. House System / RewardsIt is recognised that pupils work most effectively when they feel that they arevalued and that they are rewarded for their efforts, achievements and generalcitizenship. It is also acknowledged that by encouraging and rewarding higherstandards of achievement, disruptive behaviour will be minimised. It is hoped thatthe ‘House System’ and rewards will motivate the pupils and allow them to share theirsuccess, both as individuals and as groups (Tutor and House) throughout the school.AIMS OF THE HOUSE/REWARDS SYSTEM• To provide a structured system in which different levels of achievement can berewarded, including attendance;• To ensure that praise and reward continue to be recognised as a basis of thepositive atmosphere within the school, where the pupils are proud of theirachievements and where they can recognise, acknowledge and support theachievements of others;• To provide a system that is clearly understood and valued by pupils, staff andparents, and one that can be applied consistently and effectively.FORMAL METHODS FOR PRAISING AND REWARDING PUPILSWhile it must be acknowledged that staff will distribute house points and rewards indifferent ways, however consistent we strive to be, it is important that the criteriafor issuing points, etc., are followed as closely as possible.House points can be given using varying criteria:1. Every child should get 1 point for attending a class – this point will be deletedif the child is removed due to being disruptive.2. Every child should get 1 point for behaving appropriately during a lesson andworking consistently.3. Extra points can be given for:Karen Broadhurst – September 2012

Good citizenship: – being helpful; friendly; contributing to a class initiative;volunteering for and succeeding with a challenging task; offering a good qualityresponse during class work, etc.Excellence and Effort – High quality work, especially work that shows thepupil has extended themselves to the limit of their current level or beyond –class and homework. The aim is to reach all pupils within this category as manypupils feel that they are not rewarded often enough when they consistentlyachieve good work. Effort relates to situations where a pupil has worked tothe best of their ability or shown a significant improvement whatever theactivity.• Receiving a Postcard Home will merit 5 house points.• Receiving an SLT award will merit 5 house points.• Anything deemed as an ‘Outstanding Achievement’ – curricular, noncurricular,in or out of school, will merit 10 house points.NB: As the ‘House System’ is a relatively new system at Churnet View, its value andsuccess will be reviewed each term. The pupils will be involved in reviewing the wholesystem and their ‘voice’ and input, alongside the views of the staff will heavilydetermine the way the system progresses.OTHER ‘METHODS’ FOR PRAISING AND REWARDING PUPILSIt should be recognised that there will be a number of informal methods used toreward pupils. Without being exhaustive, these may include:• Verbal praise;• Informal rewards/competitions within lessons;• Extra privileges;• Displays of work;• Comments in exercise books / homework diaries /pieces of work;• Praise in assemblies / classrooms;• Celebrations assemblies / tutor times;• Telephone calls / comments to parents / postcards for behaviour and work;• Subject awards, etc.3. Sanctions“Schools need to balance their rewards with an agreed hierarchy of sanctions.However, resorting to sanctions too quickly will leave teachers with nowhere else togo. They should only be used in conjunction with a wide range of classroommanagement strategies and rewards. Sanctions discourage inappropriate behaviour,Karen Broadhurst – September 2012

ut they do not teach new, more appropriate behaviours, so they must not beoverused or relied upon too heavily.It is important for staff to remember the following:• Children are likely to keep misbehaving if that’s when they get most attention;• Children who no longer feel motivated to conform to the ethos and values ofthe school are often those who have become totally disaffected - because theyhave become de-sensitised to teachers telling them off and have very low self–esteem. They are often victims of a cycle of criticism.”(The Positive Behaviour Handbook: Cousins and Jennings, 2003)A Hierarchical Approach to Dealing with Behaviour IssuesIn order to help staff and pupils to know what is expected of them, the followingtable provides examples of unacceptable pupil behaviour and suggested staffresponses. This represents a hierarchical approach, starting at Stage 1 with low-levelinfringements of expected positive behaviour through to Stage 5 which exemplifiesmuch more serious misdemeanours.The list of examples and staff responses, like the list of possible consequences whichfollow, are not meant to be exhaustive; they simply offer guidance.Encouraging good behaviour is most likely to be successful where parents and staffhave shared aspirations for the youngsters; it is, therefore, most important thatparents are kept informed, when their children’s behaviour falls below the expectedstandard. In such circumstances, we can hopefully count on the support of parentsand carers.Karen Broadhurst – September 2012

STAGE EXAMPLES SUGGESTED RESPONSEStage 1• Quiet reminderNot recorded• Swinging on chair• Late for a lesson• Lack of equipment, etc., for lesson• Interrupting/calling out• Turning round• Loss of concentration• Untidy or inappropriate uniform• Make-up – unacceptable jewellery• Running inside school building• Being in the wrong place at the wrong time• Non-verbal signalsStage 2Recorded• Persistent Stage 1 behaviour in spite ofreminder• Rudeness• Disrupting lesson flow• Affecting other pupils’ learning• Inappropriate remarks to other pupils orteacher• Verbal reprimand• Name on board• Loss of 1 house pointStage 3RecordedStage 4Pink SlipParents/carersinformed viatext/phone call• Continuation of Stage 1 / 2 behaviour• Refusal to cooperate• Offensive remark to other pupils• Ignoring a member of staff’s instructions• Continuation of Stage 1 /2/3 behaviour• Hurting/injuring another pupil• Unsafe behaviour• One-off incident of bullying• Damage to school property caused byreckless behaviour• Not taking responsibility for own actions• Verbal reprimand• Tick by name on board• Note in planner• Loss of 2 house points• Verbal reprimand• Pink slip issued• Attendance at next after schooldetention if 2 nd pink slip – off yardduring all breaks/dinnertime – 3 days• Note in planner• Loss of 3 house points• Immediate text home (via office) orvia telephone if deemed necessary• Pupil on report if deemed necessaryStage 5Black SlipParents/carersinformed viatext/phonecall/letter• Persistent Stage 1/2/3/4 behaviour• Use of extremely offensive/insultinglanguage• Serious physical assault• Continued bullying• Verbal reprimand – SLT• Removal from lesson/exclusion• Immediate text/phone call and letter home• Parents/carers asked to come into schoolto meet with HOY/SLT• Attendance at next after school detention– off yard during all breaks/ dinnertimeuntil SLT makes decision to return• Loss of 10 house points• Loss of privileges – eg discoKaren Broadhurst – September 2012

It is recognised that persistent Stage 4 behaviour may become Stage 5 behaviour.However, decisions about this will be made on an individual basis, taking intoconsideration the nature of the event, the behaviour, timescale and the individualpupil. Further outcomes at all levels may include strategies such as IEPs and PSPs.For persistent Stage 5 behaviour, or for serious one-off incidents, the Headteachermay choose to exclude a pupil on a fixed-term or permanent basis from Churnet View.Judgements will be based on TERMLY incidents. Year Leaders and the PastoralAssistant Headteacher will review how numbers of sanction slips build up forindividual children over several terms.Internal and external exclusions will automatically result in loss of privileges andentitlements for the term. This includes house points, social events and visits,participation in music and drama events, sports teams, etc.List of Possible Consequences for Negative Behaviours• A private reminder of the rules – verbal and non-verbal indications ofdisapproval.• A minor consequence/restitution – relevant to the misbehaviour.• Repeating work – when work is poorly presented.• Time out from lessons (for a maximum of 5 minutes).• Loss of free time at break/lunchtime (supervised by members of staff onduty/HOY/SLT).• Withdrawal of breaks or lunchtime privileges.• Restitution of some kind, e.g. removal of graffiti, chewing gum etc.• Carrying our another useful task around school – e.g. litter picking.• Loss of privileges e.g. clubs, teams, discos or trips.• Referral to Form Teacher, Year Leader, Pastoral Assistant Headteacher.• Being placed on report (Head of Year to put into place).• Withdrawal from a particular lesson or peer group.• Exclusion from lunchtime for a fixed period of time.• Internal exclusion from all lessons for a fixed period of time.• Fixed-term exclusions for a defined period.• Permanent exclusion.Karen Broadhurst – September 2012

The Headteacher may exclude permanently or for a fixed-period of time if any ofthe following incidents take place:• Serious physical assault;• Serious racist incident;• Serious sexualised behaviour;• Drug/alcohol related incident;• Persistent bullying and harassment;• Serious incidents of stealing or vandalism;• Serious offensive language directed towards a member of staff;• Persistent and continuous defiance of Churnet View’s Code of Behaviour.Monitoring and Evaluation1. The School Behaviour LogThis is the computerised behaviour logging system within the SIMS system.Behaviour deemed to be worthy of note on the system is recorded by theBehaviour Support Manager on a daily basis and printed out for HOYs and PastoralAssistant Headteacher for evaluation purposes. This system promotes andrewards positive behaviour – using House Points, as well as logging behaviour thatfalls within categories 3, 4 and 5 of the hierarchical behaviour system.Teachers and Support Staff have access to Pink and Black recording slips thatrequire the minimum of data to be entered. These slips are then passed to themain office, where the information is recorded daily.All staff are also able to record behaviour incidents via Lesson Monitor on theSIMS system.Positive outcomes and procedures for the use of the Computerised BehaviourLog• Staff are able to use the data to reflect on the impact of their practice onpupil behaviour; they can evaluate the effectiveness of their strategies forpromoting positive behaviour;• Both individuals, classes and Houses can be rewarded for good behaviour;(letters home, small stationary gifts, non-uniform days, etc)Karen Broadhurst – September 2012

3. Support for Parents / Carers• Parents / carers will be informed of their child’s behaviour when it reachesStage 4 of the Hierarchical Behaviour system;• Parents /carers will receive ‘postcards’ for instances of good behaviour andwork;• Parents /carers will receive information about their child’s progress throughregular reporting procedures and Consultation Evenings;• Opportunities for engagement will be provided at all times for all parents/carers;• Opportunities for assistance from relevant outside agencies will be madeavailable throughout the academic year;• Responses to parental requests will be considered and appropriate at all times.4. Consultation• To be fully effective, a behaviour policy needs support from the wholecommunity;• Staff, pupils, governors and parents will be involved in reviews of this policywhenever appropriate.5. Monitoring and Evaluation• The Behaviour Policy will be reviewed by staff and pupils (via the SchoolCouncil) on a regular basis;• Distribution of rewards and sanctions will be monitored using the ComputerisedBehaviour Log;• Attendance will be monitored using the computerised registration proceduresand in consultation with the EWO;• Parental contact / monitoring will be maintained via Pupil Planners and the widersystems used for communication with parents / carers;• Periodically, or when the need arises, audits of the Behaviour Policy will beundertaken;• The Behaviour Policy will be reviewed every two years by Governors.Related Policies and Documents• Attendance Policy• Child Protection Policy• PSHCE Policy• Code of Behaviour• For approval by the Governing BodyKaren Broadhurst – September 2012