Transcript Behaviour for Learning Policy

Behaviour for Learning Policy
Phase One Launch
6/1/2014
3.15- 4.30
Introduction
At Wrotham School we aim to support, reward and
challenge our students to develop the highest
standards of behaviour so that all students can
make excellent progress, feel safe and happy, and
develop self-confidence and resilience. These are
the qualities that will enable our students to be
self-disciplined young people who are confident
and at ease in a wide variety of situations, and to
develop aspirations that will help drive their
success.
Ethos
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Behaviour for Learning.
Rewarding excellent behaviours.
Shared community values.
Clear and consistent implementation and
consequences.
• Supported and understood by all
• Positive reinforcement.
• High Expectations.
Phase One
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The Respect Agenda.
The Home School Agreement.
Consequences and Sanctions.
Rewards strategy.
Phase Two
• Bullying, gender discrimination, racism and
homophobia.
• Consistent communication with parents.
• Standards- Uniform, conduct etc.
• Property, theft and vandalism.
• Restorative justice
Home School Agreement
• This document is the agreement between
parents and the school on how we will
support each-other.
• It makes the expectations of each party clear.
• All staff must read this carefully.
Home School Agreement
We ask that every parent reads, understands and signs this
agreement. This agreement confirms the strong commitment
to doing what is best for the young people at Wrotham School
as the result of a committed partnership between school and
home.
These are being sent out this week:
- All CGL to chase nil returns
- Refer to HOH to follow up persistent nil returns
- HOH pass to SLT any refusal to sign.
RESPECT AGENDA
MR/ BB
"The young people now love luxury. They have
bad manners, contempt for authority, they
show disrespect to their elders.... They no
longer rise when elders enter the room. They
contradict their parents, chatter before
company, gobble up dainties at the table, cross
their legs, and are tyrants over their teachers."
• "The young people now love luxury. They have
bad manners, contempt for authority, they show
disrespect to their elders.... They no longer rise
when elders enter the room. They contradict
their parents, chatter before company, gobble up
dainties at the table, cross their legs, and are
tyrants over their teachers."
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-Socrates, 5th century BC
Respect Agenda
The Respect Agenda is a simple set of standards by which every
member of the school community is expected to apply in their
school and work environment. These are social, moral and
ethical standards that sit at the core of our beliefs and shared
commitment.
Students, staff and all members of the school community are
asked to understand and uphold these standards in everything
that they do.
Core expectations
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Respect- For others
Respect- For environment
Respect- For learning
Respect- For safety
The Respect “Mantra”
• Responsible: Taking responsibility for your actions
• Enthusiastic: Giving 100% in everything you do- being positive
• Safe: ensuring your own safety and the safety of others in and outside of
school
• Pro-active: Making the most out of every opportunity
• Equipped: Ready to learn, ready to succeed
• Considerate: Treating everyone fairly and showing good manners
• Trustworthy: Being honest and reliable
Implementation
• This can be used as a compass for
expectations in everything we do.
• Every action or interaction can be judged
against these standards.
• Everyone must understand them and apply
them by referring to them as basic
expectations.
Learner Entitlement:
The Sixth Form will endeavour to deliver learning opportunities for students which will:
 Enable you to achieve your full academic potential.
 Provide a range of courses to prepare you for further study, training or employment.
 Take place in a safe, accessible, caring and supportive environment.
 Give the opportunity for your parents/carers to come into school to discuss your
progress.
 Support you in developing appropriate study skills and overcoming barriers which
might get in the way of your learning.
 Provide you with careers information and support for Higher Education, employment
and other post-Sixth Form options.
 Encourage you to take an active part in a range of enrichment and volunteering
activities.
RESPECT for your learning and approach your studies to gain maximum
benefit and achievement by:
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completing all class and homework set by teaching staff, submitting work to deadlines, and by
catching up on any work that has been missed through absence.
arriving for registration on time, which begins promptly at 8:30am on Mondays and Fridays.
attending classes promptly and regularly.
informing your tutor of any absence and by providing evidence of illness etc as required.
informing your tutor and subject teachers if you experience any difficulties, or if there are
reasons why you may not be able to complete work, and, if necessary, seeking help from
them.
accepting that examination entry is conditional upon regular attendance and satisfactory
completion of class and homework.
accepting that you could be asked to leave the sixth form at any time if your attendance falls
below 90%.
accepting that entry at A2 level is conditional of having achieved at least a D at AS level.
accepting that entry at A2 level is conditional of having an attendance record of at least 90%.
RESPECT other people by:
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conducting yourself in accordance with our Equal Opportunities Policy.
not physically or verbally abusing anyone in the Sixth Form or school.
not hindering the work of any other member of the Sixth Form or school.
not bringing or encouraging strangers onsite.
switching your mobile phone off except when within the confines of the Sixth Form Study
centre.
RESPECT the Health and Safety of yourself and others by:
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following safety rules and fire drill procedures.
Consequences and Sanctions
MW/ AR
Consequences and Sanctions
• The foundation for effective behaviour policy
is consistency of implementation.
• When the rules are unclear or are applied
unevenly the system will begin to fail.
• These changes aim to provide clarity for all.
Cause
Consequence
Duration
Notes
C4 Incidents
Persistent and regular C3/C4
Further Sanction/ Exclusion/ Internal
exclusion.
Variable
SLT only- Individual cases
considered.
C4 behaviour – Serious incidents
Removed by BSO/ SLT + SLT detention
60 minutes
Phone call/ letter home.
Failure to attend LOL/ HOH detention
BSO/ SLT Detention
60 minutes
Phone Call and letter
home
C4- (Persistent C2/C3)
Head of House detention
25- 50 minutes
HOH- Report issued
Failure to attend Class teacher detention
LOL/ Department Detention
25- 60 minutes
Phone call home
C3- Disrupting learning of others
Moved within department + LOL
Detention
25-60 mins
Phone call home.
Persistent Disruption (4th incident)
C3 issued (moved in department)
N/A
See “Disrupting the
learning of others”
Receiving a C2/3
Class teacher detention
10- 25 minutes
Lunchtime or after
school
Continued disruption (3rd incident)
C2 issued
N/A
See receiving a C2/3
Low level disruption (2nd incident)
C1 issued/ 2nd verbal warning
N/A
Record on SIMS
Low level disruption (1st incident)
Verbal Warning
N/A
Clear expectations
Poorly equipped (planner, stationary,
uniform) etc.
Verbal Warning
Classroom teacher detention for
repeated issues
10 minutes
Lunchtime
Inform CGL.
Record on SIMS
Refusal to comply with reasonable
requests (including confiscation)
Give a further chance to comply.
Make consequences of defiance clear.
Refer to HOH
HOH detention
N/A
Record on SIMS.
Prohibited items – Jewellery, Mobile
Phones, Hoodies etc.
Confiscate and deliver to office.
N/A
Record on SIMS, Items
kept until end of day.
Late arrival
Class teacher detention
5-20 minutes
Lunchtime
Recorded on SIMS
Detentions
• Teacher detention – Lunch or after school at
teachers discretion
• HOH/ LOL detention – Lunch or after school
detention – at a designated time slot each
week.
• SLT detention – Wednesday 3.05- 4,05
Detentions
• 24 hours notice – by telephone required for after
school detentions.
• HOH/ LOL – Followed up by subject/ pastoral
report.
• SLT – accompanied by letter home.
• Failure to attend leads to escalation to next stage.
• All incidents to be logged on SIMS.
• Email LOL/ HOH/ SLT (AR) to refer names, with
reasons, to the detention lists.
Department Parking
• Please see your LOL for your parking rota.
• In case of absence/ cover – Refer to BSO or SLT
rota to remove/ move students.
• All moves/ removal must be followed up with
further, relevant sanction.
Isolation/ Internal exclusion
Rewards
TK/ KW
Rewards
Rationale
The effective functioning of the School can only be
achieved by developing a culture of co-operation
and consideration. The caring yet purposeful ethos
at Wrotham School is maintained through an
approach of combining firm discipline and high
expectations with encouragement, praise and
motivation; this combination is essential in order
that students and staff can work together in a
happy, positive environment.
House Points
House Points are awarded for positive behaviours and recorded by members of staff
through SIMs for the following:
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100% Attendance in one Term (LS)
100% Attendance in one week (LS)
Helpful, supportive to Staff
Inter House Competitions
Lunch Duty
Peer Mediator appointment (AR)
Prefect Appointment (AR)
Uniform
Representing the School
School/House Council Appointment
Excellent Behaviour in class
Excellent Behaviour out in class
Excellent Oral contribution in class
House Points are also awarded for all Inter-House Competitions.
To add value to the House Point system the following prizes will be awarded:
20 House Points in
one week
50 House Points
achieved during
the year
100 House Points
achieved during
the year
150 House Points
achieved during
the year
200 House Points
achieved during
the year
250 House Points
achieved during
the year
Students who receive 20 House Points in one week will be
presented with a certificate of recognition from their Community
Group Leader
For each 50 House Points achieved the student will receive one
entry into the annual £250 prize draw. They will also receive a
certificate each time.
Once a student reaches 100 House Points they will be presented
with a letter of acknowledgement from the Head of House, as well
as another entry into the draw.
Once a student reaches 150 House Points they will be presented
with a choice of prizes and another entry into th draw.
Once a student reaches 200 House Points they will receive a letter
from the Head Teacher and also be invited to the Head Teachers
tea party during the last week of each term (KS3) or a Pizza takeout evening (KS4), as well as another entry into the draw.
Once a student reaches 250 House Points they will receive a trophy
as well as another entry into the draw
Reward Cards
To recognise and record pupil’s academic
progress and achievement all students will be
issued with a reward card where they can collect
stamps or teachers signatures.
Key Stage 3 Most able (Reaching and
exceeding expectations):
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Meeting target grades on two pieces of work
Completion of test to high standards
Attendance at subject clubs and activities
Improved effort and work rate
Being on track to make progress in five or more
subjects
• Outstanding effort in classwork
• Outstanding effort in homework
• Evidence of independent learning
Key Stage 3 (Aiming high):
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Completion of homework
Attendance at homework club
Meeting target grades on two pieces of work
Improvement in an assessment
Attendance at subject clubs and activities
Improved effort and work rate
Outstanding effort in classwork
Outstanding effort in homework
Evidence of independent learning
Key Stage 4 (Reaching for A*):
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On track to achieve three or more A*s
On track to meet four levels of progress
Meeting target grades on two pieces of work
Completion of test to high standards
Attendance at subject clubs and activities
Improved effort and work rate
Being on track to make progress in five or more
subjects
• Outstanding effort in classwork
• Outstanding effort in homework
• Evidence of independent learning
Key Stage 4 (Aiming for outstanding):
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Attending revision sessions
On track to achieve 5A*-C Grades including English and Maths
On track to meet four levels of progress
Meeting target grades on two pieces of work
Completion of test to high standards
Completion of homework
Attendance at subject clubs and activities
Improved effort and work rate
Being on track to make progress in five or more subjects
Outstanding effort in classwork
Outstanding effort in homework
Evidence of independent learning
Attendance at extra-curricular activities