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Staff procedures for behaviour

Flowchart for the management of classroom behaviour issues

Staffing roles

The Academy is divided into four vertical colleges, each based on two or more curriculum areas. During lessons, the area college team of assistant principal for the college, curriculum leaders and teachers carries primary responsibility for behaviour in its area. The behaviour lead and behaviour managers have the responsibility to support the work of the college teams, under the management of the assistant principal - whole academy behaviour for learning and attendance.

Behaviour managers, under the direction of the behaviour Lead, will be available to collect students from lessons. They will staff the internal exclusion centre (IEC) in rotation. They will undertake filing of completed paperwork under the direction of the behaviour lead and the assistant principal - whole academy behaviour for learning and attendance.

The behaviour lead will be responsible for the management of any internal exclusion. The gatekeepers of any internal exclusion will be the behaviour lead or any member of SLT. The assistant principal - whole academy behaviour for learning and attendance or the vice principal will be the only people with the authority to  overrule a decision by one of the gatekeepers to internally exclude a student.

During lessons the college team will focus on behaviour issues in their college area of the academy. Each issue will be fully resolved following the operations schedule described in the following. When the issue is fully resolved, the information will be passed to the behaviour lead for information and filing.

Operations to deal with classroom disruption

(Situations which do not require consideration of seclusion or fixed-term exclusion)

If a student is disrupting learning within a classroom, the first responsibility is with the teacher. The system of warnings and sanctions which should be followed is as follows:

Stage 1 - First verbal warning

The student's name must be written clearly on the board.

Stage 2 - Second verbal warning

One tick is made clearly by the student's name on the board.

Stage 3 - Third verbal warning

A second tick is made clearly by the student's name and the student receives a 15-minute detention set by the teacher. This should take place, where possible, within 24 hours and the teacher will write the time and date of the detention in the student's PSN.

Stage 4 - Fourth verbal warning

The student will be removed to the internal exclusion centre (IEC) by a behaviour manager and will receive a 30-minute lunch detention arranged with the behaviour team. The decision is of the classroom teacher. This should take place within two days of the incident.

If  a student is removed from a classroom upon a situation escalating to stage 4: 

A behaviour manager will:

  • Remove the student to the internal exclusion centre (IEC)
  • Remind the teacher to complete the parent contact form
  • Keep a log of all students removed from lessons

The classroom teacher will, at the end of the lesson:

  • Telephone the parent of the student to make them aware of the date and time of the 30-minute detention, which must be held within two days of the incident occurring
  • The teacher must write the time and date of the detention in the student's  PSN and inform the behaviour manager of the time and date
  • Complete the removal form and keep hold of it until the detention  is completed

A student who receives a lunchtime detention must collect their lunch from the Hub before attending their detention. They will be allowed in at the start of lunch with the note in their PSN.

The removal form will remain with the teacher until the detention and then, if the student is absent, the behaviour team will phone the parent and re-set the 30-minute detention.

At the end of each week, the behaviour lead will email all teachers and request a log of all 15-minute detentions set the previous week for monitoring purposes. Nil returns will be required of all teachers.

Failure of a student to attend 15-minute detention

If a student fails to attend the 15-minute detention set, the teacher should refer to the behaviour team and phone the parent to arrange a date for a 30-minute after-school detention or lunchtime detention to take place with them.

Failure of a student to attend the Principal's detention

If  a student fails to attend the Principal's detention, they will may be secluded for  a day or receive fixed-term exclusion. A decision will be made by the vice principal and the assistant principal - whole academy behaviour for learning and attendance.

Issues affecting the process

If things do not run smoothly, for example a parent becomes aggressive on the telephone or a student becomes extremely uncooperative, the behaviour lead will be asked to intervene and support. Beyond this, the assistant principal - whole academy behaviour for learning and attendance will take responsibility for the situation.

Monitoring

The head of department will be responsible for the monitoring of behaviour incidents within the department and should discuss these, as appropriate, with the classroom teacher.

The assistant principals will monitor the behaviour logs of students on  their college and arrange meetings with parents and students where necessary. Where a concern is raised by a behaviour manager or the behaviour lead in a curriculum area, the assistant principal will resolve them in their college area.

The assistant principal - whole academy behaviour for learning and attendance will monitor and review the removal forms and logs of student removed to the IEC. They will follow up with staff where appropriate and consider further intervention  in discussion with the behaviour lead.

The vice principal will regularly monitor the system to ensure consistent and appropriate responses.

Operations to deal with classroom disruption with supply staff

Where a lesson is covered by supply staff, the procedure for dealing with disruption in the lesson should be followed as above. If a student is removed, or a detention is required, the member of supply staff will complete the removal form and pass to the head of department. The head of department should make the necessary arrangements for the detention and pass the removal form to the behaviour lead when this is complete. In the absence of the head of department, the removal form should be passed to the head of faculty.

Where there is classroom disruption within a lesson taught by long-term supply staff, where time is received for planning and preparation, it is expected they will run detentions and contact home as the designated class teacher. Heads of department should support in this area where necessary.

Cover supervisors should follow the procedures as above and will be expected to run their own detentions. The removal form should then be passed to the appropriate head of department of the lesson being covered.

Student reports

Through the monitoring of behaviour across the academy, students may be placed on a report at any point. The parent will be informed and will be required to attend meetings to discuss the progress of the student throughout the monitoring of the report. These will take the form of behaviour support agreements through four stages, which will link to a pastoral support plan process. See the behaviour support agreement flow diagram, below.

Operations to deal with high-level classroom disruption

(Situations which do require consideration of seclusion or fixed-term exclusion)

Serious situations need to be dealt with promptly and effectively. An exhaustive list is not possible but will include:

  • Sustained verbal abuse to a member of staff
  • Total refusal to  cooperate
  • Any serious threat of physical violence or actual physical violence 

In  these cases:

  • The classroom teacher will immediately send for a behaviour manager
  • A concise incident form must be completed by the classroom teacher and passed to the behaviour manager
  • The student will be removed and held in the IEC or room 24 until the incident is investigated
  • The behaviour managers and the behaviour lead will investigate the incident and inform the assistant principal - whole academy behaviour for learning and attendance
  • If seclusion is appropriate, the assistant principal - whole academy behaviour for learning and attendance will authorise this and arrange with the behaviour lead
  • If fixed-term exclusion is considered appropriate, the assistant principal - whole academy behaviour for learning and attendance will discuss this with vice principal. The behaviour team will ensure all necessary actions have been taken if the fixed-term exclusion is authorised.

All fixed-term exclusions will end with a reintegration meeting. This will involve the parent, student and the assistant principal - whole academy behaviour for learning and attendance and possibly the vice principal. The behaviour lead and other assistant principals may also be present. Following a fixed-term exclusion, the student will be placed on a pastoral support plan (PSP) for a minimum of two weeks.

Operations to deal with persistent classroom disruption by individual students

The assistant principal - whole academy behaviour for learning and attendance  and the assistant principals for each college will, because of their monitoring, be aware of persistent disruption across several curriculum areas. In such cases, the following may take place:

  • Consideration of the student being secluded for a period of time from  lessons, or certain lessons, will take place
  • Consideration will be given to referring the student to a raising achievement manager or to placing the student on a behaviour report either at stage 1 or stage  2.

All operations or referrals will be carefully and methodically recorded and monitored at all times.

Operations to deal with persistent classroom disruption with an individual teacher

The head of department, assistant principals for their college and the assistant principal - whole academy behaviour for learning and attendance will, because of their monitoring, be aware of persistent disruption in any individual teacher's classroom or an excessive use of behaviour managers to remove disruptive students. In such cases:

  • The head of department will discuss the issue with the teacher and give advice on improving the situation
  • The assistant principal for a college and/or the assistant principal - whole academy behaviour for learning and attendance will discuss the situation and meet with the teacher to develop strategies to deal with persistent disruption
  • If the pattern of persistent disruption continues, the situation will be referred to the vice principal

Operations to deal with behaviour issues outside of the  classroom

Many incidents occur before or after school or at break and lunchtimes. Where possible the member of staff on duty should deal with minor incidents. The details of the incident should be recorded on an incident card and passed to the behaviour lead immediately following the incident or the resolution.

In the case of more serious behaviour issues outside of the classroom, the following principles should apply:

Bullying incidents

  • The care and guidance team, the behaviour team or the assistant principal - whole academy behaviour for learning and attendance will take responsibility for the incident. The issue will be investigated fully and must take place within one day of the incident being reported.
  • The summary of the incident should be discussed with the assistant principal - whole academy behaviour for learning and attendance and appropriate actions will be taken, including any sanctions.
  • Contact must be made with all parents within two days of the incident being reported.
  • The care and guidance team or the behaviour team, dependent on who has dealt with the incident, will update the bullying log and check with the victim until it is judged that the risk of reoccurrence is low.
  • Where appropriate the assistant principal - whole academy behaviour for learning and attendance will involve the Police or PCSO through the Safer Schools Partnership

Fights

  • A member of the behaviour team will ensure all students involved are isolated in a safe environment, using the IEC or room 24 as appropriate. If a member of the behaviour team is not available, the responsibility falls to the first member of SLT who becomes aware of the incident.
  • The assistant principal - whole academy behaviour for learning and attendance will take responsibility for the incident and assign a member of the behaviour team to investigate the issue. If this is not possible, the vice principal will take responsibility for the incident. The issue must be investigated on the day it occurs, or the following morning if it occurs near the end of the academy day.
  • The summary of the incident will be discussed with the assistant principal - whole academy behaviour for learning and attendance and appropriate actions and sanctions taken. Where necessary, the vice principal will be involved in the process.
  • Contact will be made with the parent as soon as possible after the outcome of the incident is decided. If first aid is required, the contact with the parent regarding this will take priority.

Smoking

All students caught smoking will be dealt with in the following way:

The incident will be reported to the behaviour lead on an incident card and information will be passed to the appropriate assistant principal/college lead and consideration will be given to a seclusion or fixed-term exclusion.

Other incidents

These are likely to include vandalism, theft and drug-related incidents. The  severity will vary enormously and as such, a standard response is not advisable. The general principle will be:

  • The incident will be recorded on an incident form and reported to the  assistant principal - whole academy behaviour for learning and attendance. In severe cases, these will be immediately referred to the vice principal.
  • The Behaviour Team will use their experience and expertise to ensure the incident is dealt with and recorded appropriately.
  • The Police or PCSO as part of the Safer Schools Partnership  may  be  involved in the incident by the assistant principal - whole academy behaviour for learning and attendance.

Anti-bullying strategy

The behaviour managers will be asked to lead on a general anti-bullying strategy under the direction of the assistant principal - whole academy behaviour for learning and attendance and the vice principal. This will be evolved by the academy but will include:

  • Student participation through the prefect system
  • Regular student surveys
  • Assemblies
  • Links to PSHE and the Safer Schools Partnership

Investigating incidents

There will be times where students need to be questioned about an incident.

Under no circumstances should a student be asked to write a statement.

The word 'statement' has legal connotations and no member of staff has the legal authority to legally 'take a statement'. If they are, they could be seized by Police and used in court.

In investigating situations, the following procedures should apply:

  • Investigations should be conducted by intelligent questioning of individual students by a member of staff who should take notes. The staff member should clarify obvious contradictions or exaggerations and try to establish 'truth' based on a balance of probability.
  • The recorded evidence should be read back to the student so that they are able to agree that they are happy with what has been recorded.
  • If a staff member feels a student may change the evidence they are providing at a later stage, it is acceptable and good practice, to ask the student to sign the agreed summary. Under no circumstances should the student be pressured into signing.