Lift Schools documents

Behaviour Local Arrangements

Introduction        2

School culture and values        2

School expectations        3

Responding to poor behaviour        3

Reasonable adjustments and SEND        4

School contacts for behaviour        4

Introduction

As part of Lift Schools, Percy Shurmer Academy follows the trust wide behaviour policy which in turn, follows the DfE guidance on behaviour in schools.  

These local arrangements are designed to give more details about how the school will fulfil the trust wide policy and outline the school values, expectations, praise systems, response to poor behaviour and systems to address contributing factors eg. SEND needs.

School culture and values

This school is committed to the very highest standards of behaviour. It is relentless in our pursuit that no student’s learning will ever be negatively impacted by the behaviour of others.

We intend all our students, regardless of background, to become brave, inquisitive and independent thinkers. We aim to challenge our students through a rich learning journey, and, as a result of an academic curriculum focused on depth of a wide body of knowledge and skills, as well as the wider curriculum experiences we offer, students are empowered to broaden their interests, develop their character and ‘find their remarkable’.

It is every student's right to study in an environment that is calm, purposeful and orderly.

Where students are unable to adhere to these expectations, there will be both sanction and support. The school believes sanctions help students to understand that they have fallen below our expectations and it believes that with our support they will be able to better shape their future choices.

School expectations

Statement of Intent

Our approach to behaviour is founded on an understanding that all children have a right to be safe, be happy and learn, and that they will take responsibility for their own behaviour and learning, alongside that of others.

Aims and Objectives

• The children should feel secure, through fair and consistent boundaries;
• The children should feel valued, through praise and celebration of success;
• To ensure that rules, sanctions and rewards are implemented fairly and consistently.
• To work in partnership with parents to promote the behaviour policy, inviting parents to celebration assemblies. Making time, in private if necessary, to discuss any issues their child may be having at school. Share children’s achievements with parents.

Promoting positive behaviour

Rewards

We recognise that rewards should outweigh sanctions given in school. Below are examples of rewards given in school:

• ClassDojo is the main platform for rewarding positive behaviours and work. Children are able to earn individual points .
• Non-verbal (e.g. smiles, stickers, certificates)
• Verbal praise

Classroom approaches to discipline 

In addition to the whole school reward system, class teachers are responsible for creating a positive ethos through praise and rewards for good work and desirable behaviour.

• Teachers establish their own methods of rewarding positive behaviour with a consistent approach across classes in each year group and to suit the response of their pupils.
• Teaching Assistants work with the class teachers to support this positive ethos.

As always many factors have a part to play including:

• Ensuring that poor behaviour is not arising from an inappropriate level of work.
• Good classroom organisation and structures help support children who have difficulty managing their own work time
• Clearly defined guidelines and boundaries
• Quick response to acceptable behaviour
• Make positive comments to a class/individual before making a negative comment.

Responding to poor behaviour

Sanctions

There is a whole school system in place that is implemented if the school rules are broken. It is the responsibility of all staff to model and reinforce good behaviour.

Supporting pupils to improve behaviour

Reasonable adjustments and SEND

All pupils with SEND and additional needs that affect behaviour have special arrangements in place according to the SEND code of practice coordinated by the SENCo and pastoral team to ensure appropriate adjustment for their needs.

Meeting the Needs of Individuals

Prevention: Creating a safe and calm environment where mental health problems are less likely, improving the mental health and well-being of the whole school population, and equipping pupils to be resilient to manage the everyday stress of life effectively. This will include teaching pupils about mental well-being through the curriculum and reinforcing this teaching through school activities and ethos.

• Identification: Recognising emerging issues as early and accurately as possible.
• Early support: Helping pupils to access evidence-based early support and interventions.
• Access: Working effectively with external agencies to provide swift access or referrals to specialist support and treatment.

A whole school approach extends into all aspects of school life, including:

• Culture, ethos and environment: the health and well-being of pupils and staff is promoted through the ‘hidden’ or ‘informal’ curriculum, including leadership practice, the school’s policies, values and attitudes, and the social and physical environment.

• Teaching: using the curriculum to develop pupils’ knowledge about health and well-being.

• Partnerships with families and the community: proactive engagement with families, outside agencies, and the wider community to promote consistent support for children’s health and well-being.

Percy Shurmer Academy has a comprehensive programme of support for social, emotional and mental health in school, including a range of targeted intervention programmes. As a school, we have staff trained in specific interventions.

Some pupils may also have an Individual Behaviour Plan to support emotional regulation and independence.

Percy Shurmer Academy has a comprehensive programme of support for social, emotional and mental health in school, including a range of targeted intervention programmes. As a school, we have staff trained in specific interventions.

Some pupils may also have an Individual Behaviour Plan to support emotional regulation and independence.

Some children and young people may exhibit behaviours that act as barriers to learning and inclusion. Overcoming these barriers is an integral part of our holistic strategies. We aim to provide a consistent, supportive, well-supervised environment where children and young people feel safe and secure and reach their potential through positive relationships.

Percy Shurmer Academy adopts the following general approaches to reduce the likelihood of such behaviours occurring or developing:

• Teaching and learning that at least is consistently good.
• Teaching and learning that is relevant and differentiated to meet the needs, aptitudes and abilities of the children and young people.
• Communication of daily timetables and changes to the routines.
• The opportunity to make meaningful choices.
• Careful attention to physical and emotional needs.
• Experiences and activities which are appropriately stimulating.
• Careful management of the environment, including the setting conditions and triggers for behaviours.  
• Warm and caring relationships with adults and their influence and impact.
• Structure, predictability and consistency in daily routines;
• Clear and explicit boundaries and rules within the learning environment.
• Regular explanation of the rules and expectations.
• Clear warnings to pupils that their behaviour is a cause of concern.
•  Rewards and sanctions are consistently and fairly applied in line with the policy.

De-Escalation

Staff are encouraged to adopt a range of de-escalation techniques. These can include:

• Use of space
• Changes to the environment or change of face
• Planned positive distraction
• Verbal and/or visual advice/support
• Tactical Ignoring

As part of other de-escalation strategies, we have several ‘safe spaces’ in school to support young people in regulating their behaviour. These spaces are designed explicitly to create an environment where young people can go in a time of heightened anxiety or distress. They provide a safe place with low distraction/low stimulus to support regulation. When a young person uses a space, they are always monitored and supported by a staff member. If a young person wishes to have time alone to help them regulate or self-reflect, the staff will keep a discreet distance so that supervision can be maintained at all times.

In incidents of bullying, we will follow procedures set out in the Anti Bullying Policy  

School contacts for behaviour