Educational Diversity

Behaviour Policy

Reviewed: Nov 2018

To be reviewed: Nov 2019

This policy will be considered for adoption by the Management Committee in Mar 2019.

‘With confidence we learn, through challenge we grow, with commitment we achieve, together we take control and realise our dreams’

This policy should be read in conjunction with the Anti-Bullying Policy, The Disability Equality Scheme, the SEND Policy,  the Online Safety Policy and the Safeguarding Policy.

All our students  have the right to access education within a caring, orderly and safe environment.

The promotion and expectation of acceptable behaviour is built upon a foundation of mutual respect, trust, tolerance of others, empathy and social awareness.

We accept that students may have previously experienced significant issues in the context of behaviour.

By acknowledging that we are all responsible for choices we make, along with our own behaviours, we encourage and support each other to make positive choices and changes.  This is with a view to maximising the potential for all our school community socially, emotionally and academically; improving attitudes towards others as well as learning, whilst building upon our overall self confidence and self-esteem.

Expectations and Values of All

Be Respectful

Be Safe

Be Ready to:

Our approach

We pride ourselves in celebrating what students can do and achieve, emphasising positives over negatives wherever possible.  We work collaboratively with students, families, colleagues, and agencies to gain as full an understanding as possible of each individual student, so we can support them effectively.  This may include aspects of SEND, past experiences, family background, health, activities out of school, etc.  Staff understand factors that can influence behaviour and seek to identify concerns early, so that preventative measures can be taken to care and support students, reducing the likelihood of situations escalating. Promoting good behaviour and understanding challenges around it, is the responsibility of every single member of our school community.

With this in mind, our approach to supporting behaviour embeds the following:

Roles and Responsibilities

We are committed to and will:

Students are expected to commit to:

We request that parents / carers commit to:

Promoting Positive Behaviour

All staff recognise the importance of getting the simple things right when promoting positive behaviour.  Consistently applying these is an essential part of each day and fundamental in forming positive relationships, trust and in turn respect and positive behaviour from students.  

The Educational Diversity Behaviour Checklist - getting the simple things right (Appendix 1) should be referred to regularly as a reminder.

Rewards

Within Educational Diversity, there are a number of opportunities to earn rewards associated with positive behaviour and learning.  They are consistently applied by staff, and are displayed clearly within centres. They may include:

Due to the different age groups and needs of students across the service, the details of how to earn rewards are slightly different in each centre.  For further information, see Appendix 2: Centre Rewards.

Sometimes there is a need to use a variety of strategies, alongside rewards to promote positive behaviour from students.  These can be used to address low-level behaviours, aiming to redirect and diffuse any potential difficulties.  For example:

Strategies (before the need for a consequence):

Consequences

Sometimes our students can display concerning, or challenging behaviour.  Our aim is to help them  develop skills and strategies to regulate their own emotions and make informed choices about their actions.  This requires positivity and encouragement from all staff when responding to behaviours causing concern and involves a common thread of offering choices and consequences to help the student make decisions.

All approaches are graduated starting with the least intrusive strategy.  Any decision taken to enforce a consequence takes into account any safeguarding needs, ensuring the care, welfare, safety and security of all is the highest priority.  

At all points we aim to empower students and give them ownership over their decisions as research demonstrates this is the best way to support them to take responsibility for their choices and actions.

Any consequence must be fair and proportionate to the behaviour and consistently applied by staff.  Prior to any consequence being enforced, students are given rule reminders and verbal warnings, helping them to make an informed choice about their actions.  Examples of consequences may include:

Staff use the following 5 stepped approach when offering choices and consequences at every level:

  1. Verbal reminder of rule / expectation
  2. Offer two choices and consequences - clearly and concisely (check understanding of options given)
  3. Allow ‘take-up-time’
  4. Find out what choice the student has made
  5. Calmly enforce the consequence (either positive or negative)

Some consequences should be applied by all staff to varying degrees.  Some consequences can be applied by the class team, without the need for support from Behaviour Managers or Senior Leadership however support from colleagues should always be sought if behaviour starts to escalate.  Some consequences require approval from the Headteacher.  

Detentions

Staff can use detentions during school hours (e.g. during break times, lunch times) or in some circumstances out of hours.  Students will not have their right to eat or drink removed from them during this time.  It is not a legal requirement for parental consent to be obtained to give a detention, however staff will always ensure that the safety of students is a paramount consideration.  Staff will always seek parental consent for detentions after the school day. If contact with parents has not been possible, a student will only be kept behind for a maximum detention of 15 minutes after the end of the school day, as agreed at induction.

 Internal Fixed Term Exclusions & Fixed Term Exclusions

Each centre manages an internal system for enforcing the consequence of an Internal Fixed Term Exclusion (IFTE):  

Any IFTE provision will be recorded on SIMS, including reasons for the IFTE.  IFTEs are used wherever possible to avoid the need for a Fixed Term Exclusion (FTE).  This allows staff to ensure the safeguarding and welfare needs of the students are met whilst also addressing any significant behavioural need.  Only designated staff in centres or SLT can approve IFTEs.  Fixed Term Exclusions are avoided where possible but when there is a need, the decision lies with the Headteacher or the designated named person in her absence.

For further information on a graduated approach to using consequences, see Appendix 3: Use of Consequences.

Consequences for poor behaviour off site

Consequences can be enforced for any inappropriate behaviour outside of the premises, including:

Health & Safety - Responding to high risk behaviour

Due to the complexity of needs of many of our students, there are times when some students present with high risk behaviour.  Individual Risk Behaviour Plans are completed by staff, detailing known risk behaviours, triggers and planned proactive and reactive responses if and when faced with the high risk behaviour.  All plans include strategies and approaches to try to diffuse and de-escalate situations.  However, sometimes behaviours escalate rather than de-escalate, leading to emergency situations.  At these times staff may have no other option but to use reasonable force, as a last resort, to maintain safety.  

The Education and Inspections Act 2006 sets out the position and powers of teachers and other staff who have lawful control or charge of pupils to use reasonable force to prevent pupils committing a crime, causing injury or causing disruption.

As a result a number of staff in Educational Diversity receive specialist training in the Management of Actual and Potential Aggression (MAPA). This training is renewed every 12 to 18 months.  A list of staff who are currently trained can be found on the single central register held by the Headteacher.  Copies of certification are kept in staff personal files.

The training is delivered by the following staff who have been accredited through the Crisis Prevention Institute (CPI):

Alison Bellaby:  November 2018

Anna Dootson: November 2018

Pamela Aspin:  November 2018

The DfE guidelines regarding the ‘Use of Reasonable Force’ (2013) defines that ‘reasonable force’ can be used as a response to specific high risk behaviours; to prevent pupils from doing or continuing to do, any of the following:

All staff trained in MAPA understand the responsibility of using physical interventions and will only use them if it is believed to be a reasonable and proportionate response. They will use their professional judgement when deciding whether or not to use physical interventions to control or restrain pupils.  Any such decision will always depend upon the individual circumstances and will be used as a last resort.  Strategies to attempt to diffuse and calm a situation will always be employed first.  The use of reasonable force is never used as a substitute for good behaviour management.

If physical intervention is necessary the following rules apply:

Application of force may involve:

Independent Learning Area

In exceptional circumstances it may be necessary to take a student to an independent learning area until their risk behaviour reduces.  The use of this space will only be used if it is deemed reasonable and proportionate to the presenting risks and for the minimal amount of time.  Time spent in there will be used as constructively as possible and a member of staff will remain in the room with the student, attempting to support them to calm down and rebuild a therapeutic rapport.  However, in emergency situations this may not be possible and support from other services such as the Police may be considered.  Health and safety considerations will always be made, ensuring the student has access to water and the toilet, as required.

Following any use of reasonable force:

Searching, screening and confiscation of students’ property

Sometimes part of the Individual Risk Behaviour Plan might include a need to search, screen or confiscate an item from a student, due to a presenting high risk in relation to unsafe, prohibited items.

Searching students:

The Headteacher and staff authorised by her have a statutory power to search students or their possessions, with or without consent, where they have reasonable grounds for suspecting that the student may have a prohibited item.  Prohibited items are:

There are strict guidelines, detailed within the DfE Guidance ‘Searching, screening and confiscation’ (2018) setting out how school staff may conduct a search.  These will be adhered to by any staff carrying out a search of a pupil and will take into consideration the school’s obligations under Article 8 of the European Convention on Human Rights (ECHR).

Screening pupils:

The law allows schools to require students to undergo screening by a walk-through or hand-held metal detector (arch or wand).  Senior staff within Educational Diversity liaise with the Police if and when there are reasonable grounds for suspecting a student of carrying weapons.  Under such circumstances, a wand metal detector may be used as part of the planned risk assessment to maintain standards of health and safety.

Confiscation of students’ property:

The law allows a member of staff to confiscate, retain or dispose of a student’s property as a disciplinary measure, when reasonable to do so.  It may be considered reasonable if the member of staff has reasonable grounds for suspecting the item is prohibited or is evidence in relation to an offence.

Our staff will confiscate:

Legally staff will not be liable in case of damage or loss of confiscated items, so long as the seizure was lawful.

Parents / carers will be informed of the confiscation if the item is retained at the end of the school day. In some circumstances parents / carers may be asked to collect the confiscated items from the centre.

Reference has been made to the following DfE Guidelines:

And the following Acts of Law:

APPENDICES for Educational Diversity Behaviour Policy 2018

APPENDIX 1: Educational Diversity Behaviour Checklist - getting the simple things right

(developed with staff voice during INSET 3/9/18)

Learning Environment

(whole centre, including classrooms, corridors, communal areas, etc)

  • Ensure the environment is tidy, clean and stimulating
  • Ensure transitions throughout the building are carefully managed:
  • All students must be supervised / escorted at all times
  • Expectations for behaviour must be clear and enforced (e.g. walk quietly, calmly, no physical contact, etc)
  • Be consistent and support colleagues
  • Handover students to other staff members before leaving them
  • Be vigilant in observing and supervising students
  • Ensure students are well supervised during breaks and lunchtimes

Knowledge & Communication

  • Know the names and roles of staff in the centre / classroom and where to get support
  • Ensure routines and expectations are clear
  • Display ‘Expectations & Values’ throughout the centre and make reference to them
  • Display rewards - apply consistently
  • Display consequences - apply consistently
  • Consistently give students fair warning before applying a consequence, enabling them to make an informed choice about their actions
  • Support colleagues to promote expectations and address concerns throughout the centre
  • Display and promote the 4Cs (Confidence, Commitment, Challenge, Control)
  • Have a plan in place for supporting and responding to all students (ensure ILPs and One Page Profiles are up to date)
  • Find out and understand students’ SEND
  • Give feedback to parents / carers about their child(ren) - both positive and negative; keeping them informed about their progress
  • Involve parents / carers constructively (structured conversations), working together to find the best solutions for supporting their child

Relationships

  • Meet and greet all students on arrival (to centre, to lessons) and throughout the day
  • Know students’ names, show an interest
  • Check wellbeing of students - ensure their basic needs have been met (e.g. food, drink)
  • Model respect and good manners
  • Be welcoming to everyone (students, parents, visitors) - smile, be positive
  • Model emotional control - remain calm, whatever you are faced with
  • Model and use a restorative approach to resolve conflict (between students / students and staff, with parents / carers)
  • Always support a fresh start following incidents

Teaching

  • Be on time, organised and prepared for students’ arrival
  • ensure all resources are prepared in advance
  • objectives are clearly displayed
  • Differentiate - be ready to adapt, check understanding and support
  • Plan the use of the SSA - to support learning and behaviour
  • Use a visual timetable
  • Display work, celebrating and valuing achievements
  • Have a seating plan
  • Value all contributions, reinforce that it’s OK to make mistakes
  • Give positive feedback as well as next steps when marking (see Marking Policy)
  • Have clear routines for transitions and for stopping the class (teach the routines)
  • Use low-level strategies to promote positive behaviour (see Behaviour Policy)
  • Be confident to apply lower level consequences, such as:
  • Warn and then remove some points earned
  • Time owed back at breaks / lunches (detentions)
  • After school detentions

Some questions to ask yourself...

  • Is there another way I can reach this student?  What else can I do?
  • Do all staff know how to respond to sensitive individuals with specific needs?
  • Am I always fair?

APPENDIX 2: Centre Rewards

Pegasus

KS2

  • All lessons RAG rated (red / amber / green) based on behaviour and learning targets being met.
  • ‘High’ number of greens throughout a day = daily star.  
  • Students who earn 80% of stars over a 5 week period = reward trip
  • Daily reward of  GIRTs (‘Getting It Right Tickets’ - similar to raffle tickets)  given out liberally for good work, manners, behaviour = smal daily prize to winner
  • Termly class competition. The class that work together the best as a team earn a special takeaway.  
  • Special breakfast on a Monday for good behaviour on the bus / journey to and from school and completing homework.
  • Class certificate every Friday
  • Student nominations (voted by students & staff) earn a Special Award at the end of every term
  • Behaviour Manager award - certificate / raffle tickets towards a draw for a special prize (e.g. BMX) at the end of the term or year
  • Individual class-based rewards to promote behaviour and learning (certificates,  etc)
  • Positive phone calls home whenever appropriate

KS3

  • Daily points system - using Learning Logs
  • All lessons RAG rated (red / amber / green)  based on behaviour and learning targets being met.
  • Every green session = 2 points, totalling a possible 20 points a day, 100 per week.
  • Student with most points from each class, each fortnight = Special breakfast
  • End of every half term the top 5 pupils (with the top percentage of greens)  in centre will receive a gift voucher of £15
  • End of a term the top 10 pupils (with the top percentage of greens) in the centre will go on a rewards trip. (Trips will be to the Chill Factor, Ascent and the Pleasure Beach)
  • Termly class competition. The class that work together the best as a team earn a special takeaway.
  • Friday award for a punctuality
  • Behaviour Manager award - certificate / raffle tickets towards a draw for a special prize (e.g. BMX) at the end of the term or year
  • Introduction of breakfast club (toast & cereal) to promote attendance and punctuality
  • Individual class-based rewards to promote behaviour and learning (certificates, raffle tickets, etc)
  • Positive phone calls home whenever appropriate

Oracle

KS4

  • Daily points system, using Lesson Logs.  Between 0-4 points can be awarded per lesson, up to a maximum of 20 per day, as follows:
  • 2 points for achieving learning objectives
  • 2 points for achieving personalised behaviour objectives
  • Additional weekly reward points can be gained as follows:
  • Subject - student of the week (10 points)
  • 100% attendance and punctuality (10 points)
  • Group - student of the week (10 points)
  • Weekly awards assembly (certificates)
  • Positive phone calls home whenever appropriate

Rewards:

  • BRONZE Award / 300 points = special lunch
  • SILVER Award / 700 points =  £10 voucher + special lunch
  • GOLD Award / 1000 points = End of term trip + special lunch
  • Additional prizes (PLATINUM Awards) on offer for the top 3 point scorers per term

At the end of every term points return to zero

Athena

KS3 & KS4

  • Daily points system, using Learning Journals.  Students can earn 4 points per lesson, equalling a total of 20 points per day.  Personal student targets are set half termly and can be awarded for:
  • punctuality
  • asking questions
  • completing work set / effort
  • staying on task
  • showing respect to all
  • Additional rewards include:
  • Weekly awards assembly (certificates)
  • Friday break time treat for 100% punctuality & attendance
  • Positive phone calls home whenever appropriate

Rewards:

  • BRONZE Award / 300 points = Friday breaktime treat
  • SILVER Award / 700 points =  special lunch
  • GOLD Award / 1000 points = End of term trip
  • Additional prizes (PLATINUM Awards) on offer for the top 3 point scorers per term

At the end of every term points go back to zero

Atlas

KS4

  • Daily points system, using lesson logs.  Students can earn 20 points per day as follows:
  • Attendance (5 points)
  • Punctuality (5 points)
  • Achieving behaviour targets (5 points)
  • Effort (5 points)
  • Points accumulated over half a term, taking into consideration overall performance and effort = rewards vouchers from between £5 - £15, with possible tiered system as below:  
  • Tier 1 - £5
  • Tier 2 - £10
  • Tier 3 - £15
  • Additional special vouchers available for ‘most improved’ / ‘exceptional performance’ or ‘workpiece for an external provider’
  • All positive examples of behaviour lead to a positive phone call home

VALT

KS4

  • Daily points system, based on feedback from the external providers
  • 100 points per week can be awarded for:
  • 5 points daily - attendance
  • 5 points daily - punctuality
  • Up to 10 points daily - positive behaviour and effort
  • Points accumulated over half a term, taking into consideration overall performance and effort = rewards vouchers from between £5 - £15.  

APPENDIX 3: Use of Consequences

Possible consequences -  given by class team (teachers, SSAs):

  • ‘Take-up-time’
  • Loss of lesson points
  • Minutes owed (e.g. for wasting time, not completing work) at
  • Break
  • Lunch
  • End of day
  • Time out of class - to consider options without an audience
  • Work out of class - isolated from peers
  • Phone call home
  • Detentions after school
  • Restorative conversation - ideally before end of session / day.  Always offer an opportunity for a fresh start.  (See Appendix 4: Example Restorative Practice Questions)

Possible consequences - Behaviour Manager (could be supported by Senior and / or Lead Teachers):

  • Time out of class - Chat about behaviour, reinforcing choices and consequences
  • Minutes owed at
  • Break
  • Lunch
  • End of day
  • Time out of class - to consider options without an audience
  • Work out of class - isolated from peers
  • Detentions after school
  • Loss of rewards
  • Restorative conversation - ideally before end of session / day.  Always offer an opportunity for a fresh start
  • Phone call home
  • Isolation / 1:1 during the day
  • Meeting with parents / carers

Possible consequences - Lead Teachers (could be supported by SLT):

  • Detentions after school
  • Restorative conversation - ideally before end of session / day.  Always offer an opportunity for a fresh start
  • Phone call home
  • Isolation / 1:1 during the day
  • Meeting with parents / carers
  • In-centre IFTE
  • Other centre IFTE

Possible consequences - Headteacher:

  • Phone call home
  • Meeting with parents / carers
  • Fixed Term Exclusion

APPENDIX 4: Example Restorative Practice Questions