Self-management requires an understanding of self, empathy for others and a growing skill to manage relationships.  Inevitably, this is a journey for all young people and staff must have the highest expectations of conduct, attendance and work ethic in order to make it explicit for all with whom they work what is expected of them.  These expectations must be upheld consistently, which requires clear information for all stakeholders about the behaviours that will be rewarded and those that will lead to withdrawal of privileges. Such conduct and work ethic will be particularly clear in the dress code and engagement by students in and around school, but also in their understanding of why it is fundamental to their personal development and for that of the community

The underlying principles behind good behaviour at Somerset Studio School are outlined in the school aims where all members of the school community will display the qualities of being:

Self-Awareness (SA)

Self-Regulation (SR)

Awareness of Others (AoO)

Relationship Management (RM)

This is shared with all members of the school community in order to provide a safe, caring, inclusive and challenging learning environment where all students have the right to learn and all teachers have the right to teach.  The school’s behaviour policy is based on promoting positive relationships based on mutual respect, with the aim of:

• Promoting desired behaviours and treating all students fairly and consistently;
• Ensuring all students know, understand and follow the school rules;
• Encouraging a shared approach with parents/carers and the community in the development of our students;
• Recognising that behaviour management is the responsibility of all staff in the school, parents and students.

For students to be successful at Somerset Studio School they should:

• Do their best in all lessons and make the most of the opportunities provided by the school’s programme of lunchtime and after school enrichment activities
• Attend school regularly and on time
• Follow school rules
• Be part of the school culture
• Complete all independent to the best of your ability, meeting deadlines
• Bring all necessary equipment
• Adhere to the dress code, look smart and take pride in their appearance
• Keep  parents/carers informed of their work at school and ensure all information from school is delivered to them
• Treat the school environment with respect
• Respect and value all members of the school community by:

• Being polite
• Listening well
• Being helpful
• Not making excuses
• Being willing to change
• Choosing their words carefully
• Using a respectful tone of voice
• Not teasing others or calling them names
• Following all staff requests quickly and without complaint

The management of poor conduct begins with the promotion of good behaviour through:

• High quality of education
• Positive relationships in school and with parents and carers
• High quality personal development
• A culture of reward and praise
• Delivery of a high quality PSHE programme and other interventions through links with external agencies

Getting The Basics Right:

For the fully detailed dress code, please click here.

Items students are not permitted on school premises

• Anything that could be construed harmful to others or self
• Any drug paraphernalia
• Any smoking or vaping materials and equipment

The 4 pillars of our school

SSS behaviour policy is structured around 4 pillars: Independence, Resilience, Active Participation and Role Modelling:

Please click here for a link to our Student View for “Getting Recognised”.

Rewards:

A school ethos of encouragement is central to the promotion of desirable behaviour and this policy works alongside the rewards policy. We have high expectations of work ethic, attendance and behaviour.

Achievement points will be given out by teachers when students display behaviours consistent with our school culture which may lead to community reward trips. Subject based postcards can be sent out to parents and positive phone calls home will further help to encourage positive behaviour.

There are also opportunities for students to be rewarded for ‘above and beyond’ behaviours in our school, and meeting the aims of being resilient, being independent, being an active participant and being a role model.

The close monitoring of those receiving the rewards can reveal students who need further support and challenge.  This means that ALL students will gain, as a direct result of the Rewards system.

Celebration assemblies are held at the end of the Christmas, Easter and Summer terms and subject awards are also distributed at these.  Attendance is rewarded in the following way:

• 100% attendance certificate for the year at celebration assemblies.
• 99/100% attendance letter home.
• Most improved attendance

Sanctions:

The sanctions we may use when students do not behave as expected may vary according to the incidence of misbehaviour.  We believe that solution-focused strategies should be implemented to support the student.

Before any sanction, a restorative approach is used by staff to try to de-escalate the situation. Where appropriate a restorative justice meeting is used to repair relationships between students or indeed between staff and students. Students will be encouraged and helped to make amends, renew commitments to keep to the school rules, and/or to make suitable reparation.

This Behaviour Management Policy extends beyond the boundary of the school gates and into the community. Students are expected to maintain our expectations of good conduct to and from school, on transport, educational visits and/or other placements (e.g. college placements).  Behaviour cannot and will not be allowed to threaten the health and safety of students, staff and/or members of the public. The Headteacher may wish to apply appropriate sanctions for any poor behaviour off site. The sanction will depend on:  

• The level of misbehaviour;  
• The extent to which the school’s reputation has been affected.

All incidents are recorded on the conduct log to ensure communication of the incidents to tutors, Progress Leaders, Subject Leaders and parents.

If, in the opinion of any member of staff, a serious incident has occurred, an immediate referral will be made to the Pastoral and behaviour Leads or Headteacher.  This may result in the student being removed from the learning environment, or externally excluded (if agreed by the Headteacher). Should this happen to a student, parents/carers are informed by phone call and letter.

If there is sufficient evidence that a student has committed a serious disciplinary or criminal offence and allowing the student to remain in school would seriously harm the education or welfare of the student, or other students in the school, the student may be suspended for a fixed period or, in extreme cases, excluded permanently. The Police will also be informed if criminal offences are involved.

Classroom teachers are ultimately responsible for the behaviour management of students in their classrooms.  Subject Leaders and our Pastoral Leaders will provide support where needed, once notified.

If a student is creating low level disruption that disrupts a class to a degree that normal activity cannot continue productively, we consider the following approaches:

1. Teachers use a restorative approach. A warning is given to the student for the action and the student is then guided or prompted back to the work they should be engaged in.
2. If the same disruptive behaviour continues, a second warning is given and again  the student is then guided or prompted back to the work they should be engaged in
3. If the same disruptive behaviour continues a third time, teachers will request for a senior member of staff ‘on call’ to decide the appropriate action in the moment for learning to continue for the class and ideally the student.

When a student is ‘on called’ at the least they will be given a ‘LTL’ (lunch time loss) for 20 minutes of their lunch break. Action beyond this depends on individual circumstances such as past events or behaviour stage (see behaviour stages below)

If the student refuses to leave the classroom with the on call staff, a leader (Inclusion, Curriculum or Headteacher) will relocate the class itself safely and quickly, in order to resume learning as quickly as possible.

For very serious incidents, students may be supervised in the Somerset Studio School office whilst the incident is investigated, suitable actions are agreed and implemented..

Phones and digital devices

In the modern world, mobile phones are an incredibly important and valuable tool. As such, phones are a key part of many lessons (particularly Engineering), just as they are a key part of many jobs today. However, schools now face the dilemma that data indicates that the most successful schools have banned mobile phones. We feel that, while this may increase average results, it does not prepare them for the world of work where they need to manage themselves and their habits actively.

As a result, we have the following school rule:

• Mobile ‘phones, and other digital devices, are not to be visible at any time in timetabled lessons (including tutor) unless the teacher has expressly stated they are to be used as part of the learning process in that specific lesson.
• If a student has a ‘phone or other digital device out in lesson, they are required to hand it in to the teacher - powered off - where it will be locked away safely and handed back to them at the end of the day.
• Parents and carers making contact with students during the school day must be made exclusively through the reception telephone or email, so that students are not interrupted in their learning
• 'Students require prior approval to record videos or photos on school grounds from the Headteacher.  Any such action without prior approval may result in a sanction.'

School Disciplinary Code:

Students who do not adhere to the behaviour policy will be placed on the School Disciplinary Code:

These stages are not absolutes.  All students have individual circumstances and challenges.  As a result, the model below is “best fit” and responsive to the needs of the student at the relevant time.

However, for all serious breaches of the behaviour code or continuing persistent breaches, a student may be at risk of Permanent Exclusion (PEX) without being placed on the stages.

Please see Government Guidance on exclusions from state schools by clicking here.

Bullying

Please see this link for our Anti-Bullying policy.