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Behaviour Policy

 

 

 

BEHAVIOUR POLICY

January 2017

 

ETHOS

John Ruskin School is a school in which all students are valued equally and where everybody has a right to feel safe and respected. We expect high standards of behaviour from everybody and encourage everyone to reach their individual potential. We try to ensure that staff, students and parents work collaboratively to achieve these standards. We believe that behaviour is learned and can therefore be developed by modeling good practice and teaching skills. This policy should be used as a vehicle for promoting desired staff practice and positive student behaviour; it aims to provide a resource which encourages reflective teaching practice and effective procedures.

 

AIMS

  • To encourage a calm, purposeful and happy atmosphere within school
  • To create a learning environment which encourages positive behaviour; well-planned, engaging lessons which provide sufficient challenge for all abilities
  • To foster positive, caring attitudes towards everyone where everyone’s achievements are valued
  • To raise students’ self esteem
  • To encourage independence, self discipline and personal responsibility
  • To have consistent approaches to behaviour throughout the school
  • To provide clear boundaries for acceptable behaviour
  • To work closely with parents and encourage them to be involved in the life of the school

EXPECTATIONS

All members of the school community have equal responsibility to ensure the safety and well-being of themselves and each other. Staff have an important role to play in modeling and encouraging positive student behaviour.

  • Staff and students have a right to expect, honesty, empathy and openness through interactions and communications.
  • Staff will show understanding of empathy towards students’ individual needs and circumstances. Students may have a diagnosed difficulty (eg ASC) in which case appropriate adjustments to sanctions would be made (consult support plan).
  • Staff will have high expectations of students and show this through ensuring positive attitudes and relationships with all members of the school community.
  • Staff will actively encourage all students to reach their potential by praising and rewarding positive achievement and behaviour.
  • Staff will follow the guidelines for rewards and consequences.
  • Staff will aim to use their subject area to teach positive behaviour (which will be evident in planning; e.g. seating arrangements; differentiation), respect for self and others and personal responsibility.

CODE OF CONDUCT

The Code of Conduct refers to student responsibilities: it is the basis of classroom and school ground rules and routines. The school’s expectations of behaviour and code of conduct will be couched and displayed in positive terms and be accessible to all.

Relationships and respect:

  • Treat others as you would like to be treated.
  • Talk to each other positively, politely and kindly.
  • Look after the school’s buildings, furniture equipment, your own and each others’ belongings
  • Look after your environment to make it a pleasant place in which to learn.

Learning:

  • Consider how you can contribute to the school community.
  • Learn as much as possible by listening carefully, working together, understand that people learn in different ways and thinking before you act.
  • Learn positive behaviour from each other.

Appearance

  • Always wear the correct uniform and try to look smart and tidy. Adopt a ‘business-like’ approach to your learning, feeling good about yourself is important.

See the Uniform Policy with this document

 

Daily routines:

  • Make sure that coats, bags mobile phones and other electronic devices are stored in lockers during lesson times.
  • Arrive on time to lessons.
  • Arrive at lessons with the correct equipment for that lesson, including your diary planner.
  • Move around corridors and rooms sensibly, safely and quietly; keep to the left.

 

APPROACHES TO ENCOURAGE POSITIVE BEHAVIOUR

We believe that many students at John Ruskin School choose to show positive behaviour for the majority of the time. We aim to offer them positive feedback on that behaviour. Students are developing independence and personal values, so we aim to encourage the learning of appropriate behaviour across a range of situations and ensure that students have the skills to apply them. Students need to know exactly what is expected of them and what the consequences will be. We believe that behaviour can be shaped by the consequences, whether they be positive consequences or sanctions, that follow the action.

We use a number of positive consequences including the following:

  • Non verbal rewards such as smiling and showing agreement
  • Verbal praise and encouragement of students behaving well
  • Written comments in books
  • Offering examples of alternative behaviours
  • Use of school points/merits system
  • Additional incentives (reward trips at the end of the autumn and summer term)
  • Special awards assemblies – shields and medals – for Citizenship, Academic achievement, the Arts, Sport)
  • Peer mentoring
  • Staff mentoring
  • Certificates
  • Displaying work in classrooms, corridors and the foyer
  • Positive behaviour reported from teachers and commended by the Headteacher;
  • Positive telephone calls and letters home to parents.

We believe that some behaviours can be discouraged by offering a ‘negative’ consequence and reminding students of the positive alternative. Students are offered a choice to behave appropriately or accept the consequence. Negative consequences include the following:

BEHAVIOUR POLICY PROCEDURES

 

CONSEQUENCES

These are given in stages for low level disruption, but if behaviour is anti-social, abusive to staff, physically intimidating to them or other students then the C5 option will be used. Students are told if they are given a C verbally and preferably by having their names/initials recorded on the board.

There may be one or two verbal warnings

C2     will be first official warning that students are proceeding towards a sanction. This MUST be displayed on the whiteboard for all to see. No further action is necessary if the student’s behaviour is modified.

C3     student will be informed that they will be expected to attend a lunchtime detention, supervised by a member of the teaching staff.

Staff will conduct detentions in the room of their choice. It will take place at lunchtime starting at 1:05pm. Students are expected to arrive promptly at the designated room. A room and staff timetable will be displayed in several key places around school.

Action: Names will have to be logged in the C3 file kept in a tray in the staff room.  Staff must ensure that students have been clearly told that they are to attend C3, preferably written into planners.

If a student does not attend, on the first occasion staff should complete a reminder slip to be given to form tutors so that the students can attend the following day (unless absent). These are usually distributed to form tutors during morning briefing. If a student does not attend after the first reminder they may be required to attend a C4 detention.

It is recommended that if a student arrives late for C3 they should be kept in until they have completed a full twenty minutes.

A member of staff must not enter more than three students into C3 on any one day – if they wish to sanction four or more they must supervise their own detention.

However many students are logged into C3, their names MUST be recorded in the C3 file.

It is at the discretion of staff what students do during the 20 minute detention; they may sit in total silence, they may be given tasks, they may be required to reflect on what they have done wrong in written form or they may be invited to take part in a discussion about what they might do to improve their behaviour.

Weekly photocopies/emails will be given to form tutors so that they can monitor which students are repeatedly in C3.

It is at the discretion of staff as to whether they use the centralised system or their own. It is however, important to ensure that records are kept centrally so that form tutors can monitor their own students and contact home as appropriate.

THREE OR MORE C3 DETENTIONS

If a student receives three or more C3 detentions during one week, they will automatically sit a C5 after –school detention on a designated day: Friday.

A letter and text will be sent to parents informing them that their child will be kept in school on that date.

C4 – detention – more or same of above, a first offence of smoking on /in the company of a smoker on / bringing smoking paraphernalia on to the school grounds (designated letter) or more serious ‘one off’ misdemeanours usually given out by senior members of staff, although not necessarily, (e.g. truanting a lesson, foul language,) or persistent non-attendance of C3.

Students to report to the C4 detention room at 1:05pm promptly where a 45 minute detention will be supervised by a member of the SLT. Students can buy sandwiches and water for lunch.

Action:

  1. Record in mark book. Record date C4 detention to be done in student’s planner.
  2. Complete appropriate pre-printed C4 letter (in the trays outside the staff room) and leave in PB’s tray on top of the filing cabinets next to the photocopiers.
  3. Staff should be conscious of the fact that the letter to parents is a public document and should use appropriate tone and vocabulary to detail the incident
  4. Copies of the letter are reproduced by office staff; 1 copy to parent/carer; 1 copy in student file.

If a student receives more than one C4 detention during one term, then the second and all subsequent ones that term will be completed after school (C5 detention), supervised by a member of the Senior Team.

At the beginning of each new term all students return to a nil tally of C4’s.

REMOVAL OF A STUDENT FROM THE CLASSROOM

This is a very serious stage to reach and will be used sparingly as it means that a student has to be removed from a lesson by a member of the SLT.

It may be for persistent disruption or failure to comply with classroom expectations, or it may be for a serious one-off incident which jeopardises the safety and well-being of anyone in the vicinity.

It may also be imposed when students are in corridors or anywhere else outside the classroom.

If a student needs to be removed from a classroom, staff should contact the office, who will contact a senior member of staff, who will remove the student for individual supervision.

Students must not be left on the corridor, unsupervised. Staff may ask other colleagues to take a student into their classroom for part of a lesson if it is felt that a student is being overly disruptive.

The decision will be made in consultation with the SLT as to what further sanction will be imposed; this may be supervised breaks and lunchtimes and / or an after school detention. It is necessary that the sanction is commensurate with the misdemeanour.

Action :          Record in mark book.

                        Complete an incident form (light blue form kept in the shelves on the staff   corridor)

                        Consult with a member of the SLT as to what the appropriate sanction should be.

In situations where a student is threatening, abusive or intimidating and there is a subsequent investigation, the student will be removed from lessons and will be under the jurisdiction of a member of the SLT until the student shows a willingness to comply and has apologised to the relevant member of staff, and/or other students.

Friday after school detentions – C5.

If a student has had to attend more than three C3 detentions in on week or more than two C4 detentions during a term then subsequent detentions will have to be completed after school and will last one hour.

There may be other occasions when it is felt that an after-school detention may be appropriate, eg truanting, extremely poor or inappropriate behaviour. These will be imposed only by a member of the SLT.

A letter and / or text will be sent to parents, giving at least 24 hours notice, of an after-school detention.

Report cards.

Students may be required to complete a five day report card, which must be presented to class teachers for comment and signature.

There is a separate policy explaining the reasons and procedures for report cards called ‘USE OF REPORT CARDS POLICY – SEPTEMBER 2011’

Other. 

Mobile phones, MP3’s and other electronic gadgets may be brought into school and stored in lockers.

They must NOT be taken into lessons.

Phone calls or texts must not be made anywhere inside the school building.

Students may briefly check for texts AT THEIR LOCKER.

Students may listen to music on the first floor landings during morning break and lunchtime.

Students may make calls and texts during break and lunchtime OUTSIDE at a respectable distance from the school building.

If a student is found to have such a gadget on them staff will confiscate it and at the earliest opportunity place it in the school office where it will be kept safely.

Students should then collect their property at the end of the school day, during KS4 locker time.

If a student repeatedly brings electronic gadgets into lessons then the item may be confiscated for a longer period of time, e.g. until the end of the school week and parents will be asked to collect the item.

As a healthy school, we actively discourage students from bringing unhealthy food items in to school. These particularly include highly coloured fizzy drinks, high energy drinks and large amounts of sugary or fatty foods. These items will be confiscated if they are brought in to school.

If a student is defiant, refuses to hand over an item, is rude or disrespectful, this will be dealt with through the sanctions available from the Behaviour Policy, depending on the severity of the reaction.

There may be some rare occasions when Behaviour Management, Positive handling, support and physical intervention may be appropriate. (see policy) If possible risk assessments will be in place. 

For repeated disruption/breaches of the school rules or one off significant events the school may place a student in isolation as an alternative to fixed term exclusion. Generally this punishment is served in the isolation room between the staff offices, however on occasion it may be necessary to isolate students either with a senior member of staff in the back of their classroom or with a member of the support staff team.

Fixed term exclusions.

See Exclusions Policy.

 

REWARDS

The emphasis should be on giving rewards. Each student is aiming to achieve 25 merits each term.

Merits can be given for anything positive:

  • Effort
  • good citizenship
  • good work
  • one half term of full attendance = 2 merits
  • full uniform for one half term = 1 merit
  • positive phone calls = 3 merit

A maximum of 2 merits may be issued at any one time, apart from positive phone calls / letters / postcards.

Merits can be awarded for activities in or out of lessons.

These are recorded on pages in their planners, it is therefore very important that they do have their planners with them at all times.

Merits are currency for a reward at the end of every term so they must be recorded.

At the end of every term, students who have a minimum of 25 merits will be eligible to be entered into a draw; one for KS3, one for KS4. The two people who have their name drawn out will receive a token to the value of approximately £30. JF will action the count.

At the end of every term, students from each year group, one male one female, who have achieved the most merits will receive a letter / card telling parents of their child’s success. JF will action this process.

At the end of every term, all students who have achieved 25 merits or more will have a text message sent to their parents from school.

At any time during the school year, if planners and therefore merits are lost students will forfeit the ability to prove their merit tally.

REWARD TRIPS.

These will be offered to students on the following terms:

AUTUMN AND SUMMER TERM

Any student will be welcome to join a reward trip unless they have failed to consistently meet the standards of behaviour expected by the school as outlined below:

They will NOT be allowed to go on a reward trip if:

  • They have more than 10 x C3 detentions recorded during the term.
  • They have had 3 or more C3 detentions recorded in one week (resulting in a C5 after school detention)
  • They have more than 2 x C4 detention recorded during the term (resulting in a C5 after-school detention)
  • They have had one or more internal exclusions – for one full day during the term.
  • They have had one or more fixed term internal or external exclusions during the term.
  • They have received an internal AND an external exclusion

If a student has to be excluded for a transgression on the day of a REWARD TRIP then the student loses the right to take part in the reward trip on that occasion.

 

EXPECTATIONS FOR YEAR 11 PROM ATTENDANCE, 2016/17

Students attending the Year 11 prom must have shown consistent commitment, attitude and good behaviour throughout their final year at John Ruskin School

Attendance at the prom is not a ‘right’ as it is still an official school event where normal expectations of behaviour and conduct apply.

The vast majority of students consistently meet the school’s expectations and Year 11 proms are always positive and enjoyable events. The staff willingly give their free time to help organise and supervise the event and ensure it all runs smoothly

Permission to attend the prom is linked to consistent behaviour and attitude through out Year 11:

  • In Year 11, any student who has received more than two days of fixed term exclusions will forfeit the right to attend the Year 11 prom – if a student has paid for their prom ticket a full refund will be given by school.
  • If a student is permanently excluded or on extended study leave prior to the prom and only attending school to sit his or her exams, then they will also forfeit the right to attend the Year 11 prom. Again, if a student has paid for a prom ticket a full refund will be given by school.
  • Attendance throughout Year 11 must be at 90% or higher.
  • The final decision as to whether any student may attend the prom will be made by the Headteacher.

The vast majority of students do not, of course, receive fixed-term exclusions or finish Year 11 on extended study leave so we know the prom will still be a well-attended and enjoyable event.

In addition to this, so that the Year 11 prom is a special event to celebrate the end of their formal education at John Ruskin School, the prom is an exclusively Key Stage 4 John Ruskin School occasion.

  • Year 10 guests must be approved by staff (and have not received a fixed term exclusion of any sort during Year 10.)
  • No guests from outside John Ruskin School will be invited to attend

We know that this absolute transparency on pre-prom expectations will ensure that this special celebration remains a positive and memorable finale to the time students spend at John Ruskin School.

 

PROCEDURE WHEN THERE IS CAUSE FOR CONCERN ON STUDENT BEHAVIOUR

  • If a student is giving cause for concern in a lesson the teacher will discuss the behaviour with him or her.
  • The teacher will try to ascertain what the trigger for the behaviour might be
  • The teacher will try to diffuse or redirect the student to a more constructive activity. The teacher will ensure that the student is advised of the consequence of his/her behaviour or accepting the consequence.
  • If the behaviour is causing distress or danger the teacher may need to have the student removed from the classroom (see consequences system).
  • If the behaviour is persistent then a young person may be referred to the school counselor / mentor (see Referral Procedure document)
  • A Pastoral Support Plan may be drawn up, or, if the student is already on School Action on the Special Needs Register, additions/alterations may be made by the SENCO.
  • If concerns continue advice from an external professional such as Educational Welfare Officer.

Students may be offered alternative learning opportunities, where appropriate, through the Appropriate Curriculum Extension (South Lakes Federation). Names can be referred through our Inclusion Advocate (JF). These are mostly for Key Stage 4 students.

  • In exceptional circumstances the student may be excluded from school (see Exclusion Policy). In this eventuality, where behaviour has been unacceptable, including physical abuse, extreme defiance to staff (including swearing at staff) a student may be given fixed-term exclusion. The opportunity to isolate a student who is facing fixed-term exclusion on the following day as outlined above also exists.

The procedure for fixed term exclusions is as follows:

  • In the first instance a one day fixed-term exclusion.
  • If a student again behaves unacceptably within a short period of time, the length of the following fixed term exclusion may be increased incrementally by one day. It is at the discretion of the Headteacher as to how long a fixed-term exclusion will be.
  • In an extreme circumstance, a permanent exclusion will result if it is considered that the school can no longer meet the needs of the student.

On returning to school from a fixed-term exclusion a student will have a readmission meeting with parents / carers and will be put on class report for the following five working days. However, a student may be put on report at any time if the form tutor in consultation with the SLT if it is felt that monitoring of classroom behaviour is appropriate (see Policy: USE OF REPORT CARDS POLICY – SEPTEMBER 2011’)

MONITORING EFFECTIVENESS OF THE BEHAVIOUR POLICY

The effectiveness of John Ruskin School’s behaviour policy will be monitored by:

  • Recording the number of consequences and their type on SIMS
  • The Senior Leadership team, especially the Senior Leader (JF), with responsibility for student support, analyzing the use of consequences and report systems.
  • Monitoring the use of exclusions by the Senior Leader (JF) and EWO
  • Meetings with parents on an annual basis

STAFF TRAINING NEEDS

  • Causes of and triggers for behavioural, emotional and social difficulties
  • Dealing with students who have diagnosed difficulties eg ASC, ADHD
  • Classroom management strategies
  • Writing PSPs/updating support plans
  • Positive handling

Links to other Policies:

Anti-Bullying

Drugs

Behaviour Management and Positive Handling

Support and Physical Intervention

Exclusion.

Reviewed:                  September 2017

 

Next review:               September 2018

 

 


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