Oaklands School Behaviour...

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Oaklands School

Behaviour policy

Approved by: Full Governing Body Date: 29th

November 2017

Last reviewed on: October 2017

Next review due

by: September 2019

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Behaviour Management Policy

Contents:

Page/s Information

2 Introduction, principles, definition of unacceptable behaviour

3 - 6 Promoting and praising positive behaviour, including:

Student Behaviour charter (p4)

Classroom behaviour Charter (p6)

7 - 9 Having clear procedures for dealing with unacceptable behaviour, including:

Behaviour Management Procedures (p8)

Follow up Procedures, On Call Procedures and Detention Guidance (p9)

10 Unacceptable behaviour always needs resolution.

11 Unacceptable behaviour is dealt with fairly and consistently, including:

Guidance and procedure on Mobile Phones / MP3 players and Headphones

12 - 14 Use of professional judgement in using this policy, including:

Procedure for logging behaviour incidents on SIMs.

15 Uniform and Equipment Regulations year 7 – 11.

16 Sixth Form Expectations, Dress Code and Equipment.

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Introduction

The aim of this policy is to ensure that the whole school community has the right to learn and

work in a safe, secure and inclusive environment; to ensure that everyone can do their best

and reach their potential.

In order to achieve this aim Oaklands School has high expectations; that behaviour is

outstanding and that outstanding behaviour is the collective responsibility of the school

community. Outstanding behaviour is about demonstrating positive attitudes to the school

and others through mutual respect and an understanding that effective (self-)discipline leads

to effective learning.

The success of this policy depends on the full support of all, including parents, which is

enshrined in our home-school agreement.

Principles

The policy is based on the following principles:

1. Promoting and praising positive behaviour.

2. Having clear procedures for dealing with unacceptable behaviour.

3. Unacceptable behaviour always needs resolution.

4. Unacceptable behaviour is dealt with fairly and consistently.

5. That teachers use their professional judgement in using this policy.

At Oaklands we deem unacceptable behaviour to be:

all behaviour which disrupts the learning of others or which infringes on the rights, safety or

learning of any member of the school community. Bullying and any forms of prejudice are

forms of unacceptable behaviour that will always be treated seriously.

Infringing the routines regarding uniform, equipment, attendance and punctuality is also a

form of unacceptable behaviour, as is damage to the physical environment of the school or

local area. More serious examples of unacceptable behaviour would include verbal abuse of

staff and any violent conduct directed at any member of the school community.

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Essentially, we treat others as we expect to be treated.

a) This is about reinforcing the schools’ vision:

We are a learning community …

We are innovative and creative, caring and respectful, and work in

partnership.

We are confident in our aspirations and ability to achieve.

We contribute positively to our diverse world.

We are on a learning journey

… that knows no barriers.

And the Student Pledge:

As an Oaklands Student, I pledge to…

Give helpful advice to those who ask

Create a comfortable working environment

Be involved in extra-curricular activities

Strive to do my best in all aspects of school

Resolve to never use verbal/physical violence

Respect the spaces and those in it

b) Students are also aware of the School’s Behaviour Charter:

1. Promoting and praising positive behaviour

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To help achieve this, we will all act with:

maturity & self-discipline

collective responsibility

self-awareness

Oaklands Students, pledge to…

Give help to those who ask




Respect school spaces and those in it

We are a learning community … that knows no barriers.

We will:

Be polite, considerate and respectful to all

Walk and NOT run

Walk in groups of 4 or less

Talk at a sensible level

Keep stairs and stair cases clear and clean

NOT eat or drink in classrooms or corridors (EXCEPT water)

NOT use mobile phones / MP3 players or have headphones visible

Tell others to do the same!

Oaklands School

Behaviour Charter

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c) At the heart of classroom behaviour management is planning good/outstanding lessons,

which are well structured and differentiated. These are key to creating a positive learning

environment. We encourage teachers to take risks in engaging students in thought provoking

lessons that enable students to achieve to the best of their abilities.

In lessons it is important to reinforce Oaklands’ high expectations that we are here as a

Learning Community.

As teachers we must remember that students come to us with varying degrees of need and

issues and that knowledge of your class is important e.g. use of IEPs and knowledge of

vulnerable children.

In order to help staff in classroom situations students are to be reminded of Oaklands

Classroom Behaviour Charter. We ask staff to use a ‘countdown of 5,4,3,2,1’ to gain student

attention to aid in consistency of approach.

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Oaklands School

POSITIVE CLASSROOM BEHAVIOUR

To help achieve this, we will all:

1. Move directly and calmly to lessons, arriving on time

2. Unpack our equipment and be ready to learn in 1 minute

3. Follow the countdown (5, 4, 3, 2, 1)

4. Use assertive and positive language only

Oaklands Students pledge to…

Give help to those who ask




Respect school spaces and those in it

We are a learning community …

We are innovative and creative, caring and respectful, and work

in partnership.

We are confident in our aspirations and ability to achieve.

We contribute positively to our diverse world.

We are on a learning journey … that knows no barriers.

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a) Suggested classroom strategies for managing behaviour:

Eye-contact; Non-verbal contact – you and the student understand that you have

noted their behaviour

Teacher proximity – move around the room so that they are less likely to disrupt

when you are near them

Student named – enough to get them to refocus

Question - ask them a direct question to bring their focus back to the learning

Support – give support to them with task they are working on

Choice – always offer them alternative solutions to their behaviour

Reminder - rather than straight in with the sanction

Re-direction – looking at alternative options to negative behaviour, e.g move seat

Warning

Clarify consequences – what will happen if they persist

In-class consequences – sanction

Always follow-up

2. Having clear procedures for dealing with unacceptable behaviour.

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b) Behaviour Management Procedures for dealing with incidents in the classroom and round the school.

Description of

Behaviour

Appropriate Action By whom? Follow up

Cla

ssro

om

ba

sed

iss

ues

No concerns Epraise.

Positive Praise

letters/postcards phone call

Class

Teacher

HoD

Low level

disruption

1. Reminder

2. Warning (name on board)

3. 5 mins out of class

4. Detention

5. Call Parent

Class

Teacher

Staff concerned using professional

judgement, e.g. record on SIMs

including Action Taken.

Resolution with Line Manager*.

Continued

disruption / not

following above /

not followed

previous actions

ON CALL 1 – discussion

with Pastoral Staff re. staying

in or being removed.

Class

Teacher

Staff concerned records on SIMs


Teacher to resolve inconjunction

with Pastoral Staff† and/or Line

Manager*/parent.

Serious disruption:

defiance,

physical/verbal

abuse/aggression

ON CALL 2 – Pastoral

Staff/SLT remove

Class

Teacher

Records on SIMs follows up with

Pastoral Staff/ SLT‡/Line

Manager

Pastoral

Staff / SLT

Discuss appropriate sanction.

Description of

Behaviour

Appropriate Action By whom? Follow up

Aro

un

d t

he

sch

ool

Good school

citizenship –

helpful/picked up

litter

Epraise.

Positive Praise

letters/postcards/phone call

All staff Pastoral Leaders.

Incorrect uniform

/ jewellery

Correct / remove All staff Staff concerned using professional

judgement.

Pastoral Staff / Tutors to follow

up.

Poor corridor

behaviour /

chewing gum /

littering/ eating /

drinking (not

water)

Refer to Pastoral staff All staff Staff concerned using professional

judgement, e.g. record on SIMs


Pastoral Staff / Tutors to follow

up.

Continues to do

above / regularly

does above

Refer to Pastoral staff / Duty

Leader at Breaktime

All staff Staff concerned records on SIMs


Pastoral staff / Duty Leader to

follow up

Serious

disruption:

defiance,

physical/verbal

abuse/aggression

ON CALL 2 – Pastoral

Staff/SLT remove / deal with

situation

Class

Teacher

Records on SIMs follows up with

Pastoral Staff/ SLT‡/Line

Manager

Pastoral

Staff / SLT

Discuss appropriate sanction.

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Follow Up Sanctions Who Sanctions (not hierarchical) Not responding to Sanction

* Line Manager e.g. HoDs Phone call home

Detention

* Line Manager e.g. HoDs Remove from lessons

Subject Report

Follow up with Pastoral

Team / Line Manager

† Pastoral Staff Phone call home

Detention

† Pastoral Staff Remove from lessons

Pastoral Report

Follow up with SLT / Line

Manager.

Discuss at Welfare Meetings.

PSP/CAF.

‡SLT Exclusion / Managed Move Discuss at Welfare Meetings.

Refer to SIP.

Detention Guidance

Up to 20 minutes no notice required.

More than 20 minutes, inform parents either via phone or student planner (staff need to

take into account circumstances of the student and adjust accordingly e.g. Safeguarding,

travel arrangements).

Lunchtime detentions are permissible but students have the right to refreshment and be

able to go to the toilet.

ON CALL Guidance

ON CALL ON CALL

Type

Explanation Procedures

1

Continued disruption

warning with Pastoral

Staff student to remain

in lesson

Ask student to go to Student Services to report ON

CALL.

Student Services Logs ON CALL 1.

Pastoral Staff respond.

Teacher follows up.

2 Serious Disruption

student to be removed

Ask student / TA to go to Student Services to report

ON CALL.

Student Services Logs ON CALL 2.

Pastoral Staff / SLT respond.

Teacher record incident.

Pastoral Staff / SLT FOLLOW UP.

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All staff need to be involved in resolving any issues, whether they be minor or major

incidents. It is not just the remit of Pastoral Staff and/or SLT.

Resolution is important to know why the student is behaving in unacceptable manner but also

that the student knows that the behaviour is unacceptable. In doing this the student

understands that certain actions lead to certain inevitable sanctions and hopefully this leads to

a more positive relationship where students are clear about what is acceptable and what is

unacceptable.

Resolution should be always be done as calmly as possible in order de-escalate the situation

and bring about as positive outcome as possible.

However, if staff are having difficulties in resolving an issue then support should be sought

from the immediate Line Manager or Pastoral Staff or SLT.

3. Unacceptable behaviour always needs resolution.

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All staff need to be clear and consistent in dealing with behaviour – see 2(b) Behaviour

Management Procedures.

Wherever and whenever possible staff should refer to agreed behaviours when challenging

unacceptable behaviour – see Behaviour Charters.

Staff need to be clear regarding uniform – see uniform and equipment regulations at end of

document.

Rules and procedures - MOBILE PHONES / MP3 players and headphones years 7 – 11*:

If seen they will be confiscated.

Teacher will give device to student services in envelope with name and tutor group

written on envelope.

Student Services logs incident.

If first offence, device returned at 3.35pm.

If second offence – Student Services informs parent who comes in to collect the

device.

If third offence – Student Services informs Pastoral Leader who organises parent to

collect device after a meeting with Pastoral Leader and Key Stage Line Manager.

* Sixth Form students are allowed to use Mobile Phones in and around the school.

However they must NOT:

- disrupt the learning of others when using their phones

- wear headphones when speaking to staff whether the device is on or not.

Any issue relating to Sixth Formers and use of phones are to be directed to KS5 Pastoral

Leader.

4. Unacceptable behaviour is dealt with fairly and consistently.

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In dealing with any incident of unacceptable behaviour we support staff in using their

professional judgement – bearing in mind that staff are applying school procedures

consistently and fairly.

Staff should always use Line Managers or Senior staff for support or advice if required.

Staff must ensure they are recording incidents effectively to ensure successful resolution and

so that behaviour can be logged and monitored effectively by Line Managers, Pastoral Staff

and or SLT.

SIMs Behaviour Logging Protocols and guidelines

Key things to remember

1. Logging an incident on SIMS is not the same as dealing with the incident. It will not

suddenly resolve itself. It is not a magic solution or response to that student’s

behaviour. You will need to take some sort of action in the same way we usually do.

2. Logging incidents allows staff to monitor behaviour of individuals and groups of

students. The information is very useful when communicating with parents and the

students themselves. Because the incidents are kept in one place for all to view, all

staff can get an accurate picture of any particular student. Patterns often emerge over

time.

3. You don’t have to log every incident on SIMs. Use your professional judgement. We

deal with many minor incidents day in day out and it is not productive for us or the

students to spend time logging every single one of these.

4. Minor incidents that continue over a period of time should be logged however. You

might decide not to record X shouting out in your lesson as you reprimanded her in

the lesson. After four lessons of continual shouting, though and little signs of

improvement, it would be a good idea to log this. It might be that this is happening

across a number of subjects.

Basic Process

Click on behaviour icon (red and green flag) and locate the student you want

Click on ‘new’ on the behaviour tab

Or

Find the student first and then click on their behaviour points box.

There are many boxes to fill in- you don’t need to do them all. The mandatory ones

are

5. Use of professional judgement in using this policy.

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1. Type

2. Action Taken

3. Status- (click resolved)

If the incident requires some narrative, please add this in in the comment box

If you want to let someone else know about the incident, click send. You will be

asked to save details and continue. Do so and add in the relevant staff.

It is also fine to use normal school email to alert/ inform someone

Make sure you click ‘OK’ and then ‘Save’.

How do I know who to inform?

For incidents that take place in your faculty, you might want to let you head of

department know. If it is a serious incidents such as a fight let both the HOD and

HOL/Key Stage Leaders know.

For incidents that take place in registration time, or outside lessons, you may want to

let the student’s Tutor and Head of learning/ Key Stage leaders know. They will be

monitoring incidents in their Year/ Key stage as part of their day to day duties, so

don’t feel you have to inform about every incident.

For very serious incidents such as assault, drugs, weapons, the incident should be

dealt with immediately and logged later. On call or SLT available should be informed

straightaway.

Resolved or Unresolved?

For the vast majority of incidents, click resolved. If you have dealt with the

incident yourself, the incident is resolved. You may still want to let some staff

members know, but as you are not asking them to do anything, please type FYI in

the message box.

If the behaviours are not changing and you need to escalate, you still need to click

resolved. In this situation, indicate in the Action Taken section that the action is

referring to SLT/ Head of Learning etc. Please then make sure you inform the

relevant person.

When do you record incident?

As soon as you feasibly can but not so that it will disturb the learning during

lessons. I.e. wait till you are not teaching.

If you have had to call on call, the office will log the incident – you don’t have

to. Let them know basic details i.e what category type. If you need to add in

more detail later you can simply find the incident on the student’s record and

edit in any extra comments and sanctions.

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Detentions

If departments have set up or requested a regular detention slot on SIMS, you

can add students into detentions by clicking on the detention button when

recording a behavioural incident. You can only allocate to detentions that have

been set up already. Once students are in these, they will appear in the register

of the teacher who has been allocated to it (if anyone).

Who is able to add to these detentions needs to be agreed with in your

respective teams/ departments.

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Year group colours

Year 7 Silver tie / Green Stripe

Year 8 Silver tie / Red stripe

Year 9 Silver tie / Blue stripe

Year 10 Silver tie / Purple Stripe

Year 11 Silver tie / Yellow Stripe

UNIFORM Students must wear:

Grey blazer with school logo

Plain black school trousers (no jeans or jeggings)

or

Plain black skirt (just below knee length only)

Plain white shirt

Tie with year group colour (clip on only)

Plain black shoes that can be polished

Alternatively, students can wear:

School black Shalwar Kameez (with school logo and piped with year group colour

from uniform supplier)

Students can also wear:

Black scarf (with logo and piped with year colour from uniform supplier)

Black V neck jumper (optional – no logo)

Plain navy or black outdoor coat which should be removed once in a

classroom/lesson

Watch and small sleeper or stud earrings only – NO other jewellery can be worn.

No excessive make-up

EQUIPMENT - Students must have:

Bag (that is big enough to carry A4 books, textbooks and PE kit), Pen, Pencil, Rubber,

Ruler, Calculator, Dictionary and Student Planner.

It is useful if students also have:

Pencil Case, Coloured Pens, Sharpener and Glue Stick

Students are NOT PERMITTED to wear the following

Hoodie tops, hats, cardigans or tracksuits

Jeans or any items made of denim

A shirt that cannot be buttoned to the top

A short sleeved shirt worn with a long sleeved top underneath

Boots, trainers, high heeled shoes or plimsolls

Make up

Uniform and Equipment Regulations

Years 7- 11

Where there is any doubt about what constitutes correct uniform, staff should refer to

Key stage Leaders. In all cases staff decisions are final.

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Sixth Form Expectations, Dress Code & Equipment

Where there is any doubt about what is correct/incorrect, staff should refer to Director of Sixth

Form, BTEC Leader or Pastoral Leader. In all cases, staff decisions are final.

Sixth Form Expectations

To wear lanyards with ID visible at all times.

To act with maturity and self-discipline.

To follow Mobile Phone, MP3 player and Headphone rules.

Eating and Drinking ONLY permitted in Common Room areas and in designated

eating areas e.g. North Playground.

Sixth Form Dress Code

• We expect Sixth Formers to dress appropriately at all times, making sensible choices about

their clothing. Sixth Formers must consider that we have 11-16 year old students on site and

therefore must consider and respect others when choosing their clothes.

• NO hoods are to be worn in school.

• NO hats are to be worn on campus. Except: religious headwear, e.g. headscarf, turban,

prayer caps (kippah or taqiyah), which are to be worn consistently by a student in school.

• NO niqab, veil or facial covering is to be worn on campus.

Sixth Form Equipment

• Pen – different colours would be good for highlighting etc. NOT RED

• Pencil

• Ruler – cm & mm, 15cm or greater

• Eraser

• Academic diary

• Work Folder

• Scientific calculator – essential if studying maths and sciences

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