St Boniface’s Catholic College

POSITIVE BEHAVIOUR POLICY

 

 

Date approved and adopted by IAB:Feb 2019 

Date of next review: December 2020 

Positive behaviour Policy 2018    

Core Statement 4 

Rationale 5 

The aims of the College learning community are to: 5 Physical Contact 6 Expectations of Staff 6 

Appendix 1 7 The Pastoral Team. 7 Positive Action to Improve Behaviour 7 Recording incidents 7 

Appendix 2 8 An Effective Learner: 9 

Appendix 3 10 Recognition Rewards Programme 10 Reward points 11 Individual student rewards 12 

Appendix 4 13 Behaviour Management Procedures in the classroom 13 Staff Strategies Dealing with disruptive students 13 Warning and choices 13 Resolution: Issuing a detention 14 Positive correction techniques 14 

Appendix 5 15 Reintegration room rules. 15 De-escalation techniques 16 The Head of Subject will: 17 The Tutor will: 17 Head of Year will: 17 The Deputy Director of Inclusion will: 18 The Director of Inclusion will: 18 The College’s Interim Academy Board will: 19 Involvement of Parents/Carers 19 Involvement of Students 19 Equal Opportunities 19 

Appendix 6 20 Sanctions 20 Restorative Justice 21 

Community service 21 

Exclusions 21 Withdrawal or Referral 22 Temporary Internal Exclusion and Reintegration 22 

Higher Level Temporary Internal Exclusion and Reparative meeting 23 External temporary Exclusion and Reintegration 23 Permanent Exclusion 24 

Appendix 7 25 Report cards. Tiers 25 Tier 1 25 Tier 2 26 Tier 3 26 Tier 4 26 

Appendix 8 27 CPOMS reports (serious behaviour incidents) and SIMS (behaviour incidents, rewards and attendance) 27 

Heads of Year 27 Head of Subject 27 Tutors 27 

Appendix 9 28 Individual Behaviour Plan (IBP) 28 Roles 29 

Head of Year 29 Parents/ Carers 29 Review Process 29 Reporting Process 29 

Appendix 10 30 CLASSROOM EXPECTATIONS 30 

Appendix 11 31 Behaviour choices 31 

Appendix 12 32 Behaviour policy: logistics for staff 32 

  

   

Core Statement Genesis 1: 27 "God created man in the image of himself. And so it was that God saw all he had made and indeed it was very good" 

 

Vision, Values & Mission  Vision:  Our vision is that St Boniface’s College will be the quality school of choice for boys and their parents across the city of Plymouth and beyond  In order to achieve this we must: 

● Ensure that students of all backgrounds and abilities flourish; ● have limitless aspirations; ● be a centre of excellence for teaching and learning 

Values:  At St Boniface’s we expect that everyone models and is committed to works with a set of core values that mean we stand for:  

● Respect ● Compassion ● Fairness ● Forgiveness ● Responsibility ● Opportunity  

 Mission:  St Boniface’s College is a Roman Catholic Christian Community. It is committed to striving for excellence in all its members through the delivery of a broad and balanced curriculum involving spiritual, moral, cultural, academic, social and physical education, delivered to the whole young person. All teaching and learning is done within the context of the teaching of the Catholic faith.  

St Boniface’s is a Catholic College and our policy is based on the knowledge that God is present in each member of our school community. We demonstrate respect for each person created by God. Our behaviour policy reflects a positive approach with reconciliation forming a clear and important 

element. 

The policy on behaviour has the dual goals of protecting our students and maximising the                             opportunities open to them in improving their chances of success. We have high expectations of the                               way in which all members of the College behave towards one another. These are based on the                                 College’s core values. Acceptable standards of behaviour are those which reflect these values. 

St. Boniface’s College is a place where all individuals are respected and their individuality valued;                             where students are encouraged to achieve; where self-discipline is promoted and positive                       behaviours are the norm. 

St. Boniface’s College works together with young people in its care, their parents/carers and multi-                             agencies to address the underlying causes of unacceptable behaviours, taking into account each                         students’ individual needs. 

St. Boniface’s College has zero tolerance of bullying, and other anti-social behaviours and is                           dedicated to promoting an ethos that reflects high moral standards, a culture of social responsibility                             through fostering a safe learning environment for all students. 

Rationale  This policy enables all students to experience high quality learning, appropriate to their needs, and to fulfil their academic potential in a safe and caring environment. All members of the College community are valued equally. 

The aims of the College learning community are to: 

● provide a safe, secure and happy environment in which effective teaching and learning can take place; all students regardless of their ability make accelerated progress. 

● care for all adults and students in the College community; respect and tolerate everyone’s beliefs and feelings. 

● encourage self- confidence, motivation, high aspirations and leadership of own learning in all our students. 

● celebrate each other’s successes and strive to be the best we can. 

● encourage positive behaviour and responsibility through instilling the core values of the College in all that we do not only in the College but whenever representing the College, at bus stops, on buses, in the local community, when at other establishments, on school trips etc. 

● Value a positive collaborative partnership between staff, visiting professionals, students and parents/carers, so that we are effective in implementing our behaviour policy; provide appropriate rewards and sanctions so we achieve successful outcomes. 

● Utilise the three College ideals of Ready, Respect and Safe in all we do. 

Physical Contact  Physical contact is avoided, unless necessary when dealing with behaviour problems and we aim to teach students that there are ways of sorting out their problems without having to resort to violence. 

Staff may have to cope with students who behave violently. It is important that violence is controlled and contained. Children must not be allowed to damage themselves, other people or property (refer to Anti- Bullying Policy). Physical restraint is occasionally necessary when students are in a highly charged or emotional state. There are national guidelines and statutory procedures regarding safety and restraint and it is our aim to follow these guidelines, if the situation arises, when safety and restraint has to be used. 

 

Expectations of Staff Through training, staff are encouraged to employ positive behaviour strategies such as positive correction, calming techniques and positive use of language to ensure that situations are not exaggerated and an ethos of mutual respect is fostered. 

The school takes staff well-being very seriously and recognises the importance of happy and motivated staff in sustaining a positive ethos. 

 

The St Boniface’s College Positive Behaviours Policy will be reviewed by the Interim academy board and CAST on a two yearly basis. 

 

Appendix 1 The Pastoral Team 

Appendix 2 Expectations of Students 

Appendix 3 Recognition Rewards Programme 

Appendix 4 Designated staff managing student behaviours 

Appendix 5 Reintegration Room 

Appendix 6 Sanctions and Restorative Justice 

Appendix 7 Report Cards.  

Appendix 8 CPOMS 

Appendix 9 Individual Behavioural Plan. 

Appendix 10 Classroom Expectations 

Appendix 11 Classroom Interventions 

Appendix 12 Behaviour. Logistics for staff 

 

Appendix 1

The Pastoral Team. The heads of year (HOYs) have their tutor teams. The deputy director of Inclusion (DDOI) manages the heads of year and the Director of Inclusion (DOI) line manages the DDOI. Students should speak to their tutor in the first instance, who can make referrals to their HoY. The                                   HoYs are located in the pastoral area of the school in key stage hubs.  

The teams meet regularly to discuss students and to monitor progress. 

Positive Action to Improve Behaviour All students have access to a support network in school. Students with concerns can speak to any member of staff and can see their Tutor or Head of Year before school, at break, at lunch time or after school. 

The Education Welfare Officer monitors attendance and persistent absence and manages exclusions and managed moves. 

Students with behavioural issues are identified and are given extra support to help them manage their behaviour in school. This is done through contact home and intervention from the pastoral team where targets are set for each student along with details of how the school and home will support the student to meet those targets. Appropriate rewards and sanctions will be linked to each Behaviour Plan in the case of exclusions. 

The college is trialing ‘Level Best’ from PixL through the deputy head and the heads of years. ‘Level Best is a self-improvement tool that helps people change their own lives for the better. By targeting things that they want to change, Level Best can provide a road map for pastoral intervention, resulting in academic progress. 

 

‘We can be better. We must start from the perspective that when our students are angry, swearing, shouting, being defiant and refusing to do the ‘right’ thing they’re not enjoying themselves. Targets, reports, reward systems may work for some, but not for all. By asking them what they want to change, we put them in control.’ 

 

 

 

Recording incidents Staff are to record all incidents on SIMS using a drop down box 

If the incident requires more detail, if it is deemed to be more serious or there are statements attached, staff are to use CPOMS and assign to the relevant person as appropriate. 

RRS1 Low level disruptive behaviour 

RRS2 Failure to follow instructions 

RRS3 swearing - untargeted 

RRS4 lack of equipment 

RRS5 incorrect uniform 

RRS6 Work insufficient or incomplete 

RRS7 Behaviour unstructured time 

RRS 8 Non-compliance repeated 

RRS9 Disrupting lessons - after reminder 

RRS10 Lack of respect to staff 

RRS11 Lack of respect to peers 

RRS12 Swearing at peers 

RRS13 Inappropriate behaviour in transition 

 

Report Cards 

In order to support students’ learning, students will be placed on report. These are to be reviewed weekly by the pastoral team. 

Students can be placed on IBP or Level Best if appropriate to support them in their report card progress. 

 

 

Appendix 2

An Effective Learner: ● Is prepared for learning every day in the correct uniform with the correct equipment; ● arrives on time to all learning sessions; ● shows curiosity for learning and is responsive; ● listens carefully, respects the views of others and will not distract or disrupt others in their 

learning; ● follows instructions from staff at all times; ● focuses on tasks and activities without distracting others; ● takes an active part in all learning sessions and is determined to do their best at all times; ● works cooperatively and collaboratively with students, staff, and other adults by showing 

respect to all.  ● will never use bad or insulting language towards them and will never cause harm; ● accepts guidance through assessment of their work and feedback from tutors; so that they 

know the progress they are making and know how to improve further; ● does not accept bullying or hate incidents in any form, including cyber-bullying;  ● is responsible for informing tutors/teachers/Senior Leaders of anyone who is unhappy by 

the actions of others; ● shows care and respect for his workspace and the College environment by keeping it clean, 

safe and purposeful; ● write a sincere apology letter to a student/ staff member when inappropriate behaviours 

have taken place. 

 

Appendix 3

Recognition Rewards Programme

At St Boniface’s we expect that everyone 

models and is committed to work with a set of core values. 

 Ready, Respect, Safe 

 We stand for: 

We value, reward and try to respond to the good work, effort and

commitment we see in College.

Reward points

5 Takes opportunities to contribute to the college community, Takes responsibility for own development and for helping others Is a role model, showing respect and compassion to all Excellent commitment to learning, attendance and punctuality Exceptional oracy and excellent manners Repeated fairness and forgiveness shown to others without prompt. Represents the college, demonstrating fairness and respect. PIN feedback is insightful, effective and shows review of previous work

4 Sets a good example of responsibility to others in and out of lessons Regularly takes the opportunity to attend extra curricular activities Respect and compassion shown to college members. A lead learner who volunteers for additional responsibility with his peers Outstanding oracy Fairness and forgiveness shown to varied members of the college community Confident in learning and able to give feedback Decisions are well-informed PIN feedback is good and work shows improvements based on advice.

3 Willingly accepts responsibility A lead learner who is able to demonstrate core values to guests and other students. Fair to all students and staff. Able and willing to show forgiveness. Shows respect and compassion to other members of the college Good oracy PIN feedback is used and regularly developed

2 Works well in a team, showing respect to all members Shows compassion to students and staff. Responsible behaviour shown with initiative taken to support others Fair to peers and shows forgiveness. Consistently contributes in class and completes all work and asks for extensions Shows good organisation and communication skills Exceptionally high quality classwork Knowledge organisers used and completed weekly.

1 Helps other students and shows respect to team members Shows compassion and kindness to friends and staff. Shows forgiveness after discussion. Listens well - to others and acts on advice Asks questions to support learning and understanding Tries hard and welcomes errors as tools for learning Care and attention shown in work Takes on simple tasks or responsibilities in lessons

These are examples. Students can receive up to 5 points in every lesson for every value, depending on the effort and tenacity shown.

Rewards

Individual student rewards

150 Bronze Certificate - eligibly for additional organised reward trips Automatic entry into the go-kart draw.

300 Silver certificate - go-kart session arranged.

500 Gold certificate awarded by Headteacher - go kart session arranged.

800 Etched trophy awarded by the Headteacher - parents invited in.

Tutee of the week Email home to congratulate

Tutee of the month Letter home from the tutor

Head of Year - student of the month

Letter home from HoY

Rewards totals can build up to: Kit day Special organised trip - chosen by the students Cinema afternoon Additional break Amazon voucher Canteen reward Chocolate rewards

Trip out Lunch queue jump Sport tickets Tutor/HoY/Headteacher lunch Early lunch Free lunch Cinema voucher

Tutor group rewards Mufti days Early lunches Activity choice

Lunch queue jump Period 5 activities

Appendix 4 

Behaviour Management Procedures in the classroom Staff are given guidance and training on general classroom management strategies, these strategies                         focus on de-escalation of potential problems with a greater understanding for all involved. The                           framework of Ready, Respect, Safe is used. 

The stepped behaviour management process shown below has been introduced to ensure consistency amongst staff, when dealing with discipline issues in the classroom. 

Staff Strategies Dealing with disruptive students  

Warning and choices Student behaviour; a student disrupts the lesson in any way through minor disruptive behaviour, e.g.: 

● Talking ● Not working ● Not having correct equipment ● Getting out of seat ● Throwing things in class ● Writing notes to friends ● Antagonising others  

Action: Warning given. 

Give student time to ‘cool off’ if required, using de-escalation techniques. 

Add information onto SIMS. 

 

If the behaviour continues the student is to be removed from the classroom. 

Action: call reception to ask for removal of the student to take him to the Reintegration room. Staff cannot send students to the reintegration room direct. 

 

Incidents to be logged on CPOMS and staff are to ‘phone home and record the details of the conversation on CPOMS. 

If detentions are issued as a consequence, staff members are to contact home via email to say that a detention has taken or will take place with brief details regarding the reason. 

 

 

Resolution: Issuing a detention Student behaviour; a student has failed to complete work in class because of disruptive behaviour or failed to complete homework. Or if a student persists with minor disruptive behaviour, despite warnings, choices already used. 

Action; issue the student with a detention (could be break, lunch or after-school). Parents need to be informed of after-school detentions at least 24 hours in advance.  

Issue a behaviour event on SIMS.  

Explain to the student why a detention is being given and make it clear when and where the detention will take place.   

 

For ML (Director of Teaching and Learning for single member subjects) - Withdrawal or Referral 

Student behaviour; a student has failed to turn up to detentions for lack of homework/equipment or behaviour problems. 

A student is displaying regular behavioural problems in the class which are disrupting the learning of others. 

Action; Withdrawal to Head of subject, can only be sanctioned by DoI. Staff are to create a behaviour event on CPOMS and write the incident report in the school notes field, enter brief home notes so that the parents are aware. Discuss concerns with Head of subject or Head of Year. Likely outcomes will include withdrawal within the subject, school or SLT detentions, internal isolation or fixed term exclusions depending on the nature of the concern. 

Positive correction techniques It is important that teachers catch students doing things right and use positive reinforcement. E.g. “Excellent, you have settled down really well and got your books out”. 

When students are not behaving in the way that is desired teachers should use positive correction. E.g. “Please remember to listen to everyone’s contribution”. 

 

Appendix 5

Reintegration room rules. Students to hand over their mobile phones and leave on the HoY’s desk. There is to be no communication in the Reintegration room between students. Only water is allowed. No food is allowed in the Reintegration room. Students are to sit in silence and complete the work. Students can have toilet breaks - staff will note the time of these - and not allow unnecessary breaks. Students will be taken to the canteen to get lunch 15 minutes before the end of P4. Students to sit in the canteen and eat there, then go back to the Reintegration room. Students can go to the canteen before break at 11 to get food or drink and be back in the Reintegration by 11:10. Students will stay until 4:20 unless otherwise arranged. If a student arrives in the Reintegration room after 12:40, they will return to the Reintegration room the following day until p4 or lunchtime, if it is a double lesson. Workbooks are on the side and students are to work through these if no other work is available. If the behaviour is not in line with the school policy, Students are given a verbal warning, then their name is put on the board and then they would get an exclusion with parents being contacted to collect them and reception being informed. Staff in Reintegration room will:

Input the details on the spreadsheet.

Contact home to inform the parents what has happened, that the students will be there until 4:20 and arrange a reintegration meeting - which can be on the telephone at the HoY’s discretion - with the appropriate head of year and student.

This will be inputted into the spreadsheet and the tutor informed of the meeting.

Please ensure: Students are sitting still, in silence, facing the front, completing work - not reading. Work is provided and if students are not working, warnings are to be issued.

 

De-escalation techniques  

Non verbal 

Body language   Relaxed, non-threatening 

Appropriate eye contact   Intermittent, according to student’s emotional state – shows attention not dominance 

Facial expression   Appropriate to student’s concerns – matches what is being said  

Enlist colleagues  Use other staff to move/divert student  

 

Directing to other activities  Issue a practical task  

Proximity/effective use of space  

Moving closer to show attention or away to give personal space  

Access to preferred objects/places 

Moving to work on computer 

  

  

 

Verbal  

Understanding  Putting into words your perception of their grievance 

Ventilation  Allowing problem/view to be aired without closing down. Letting off steam  

Modelling  Behaving and speaking in a way you want student to behave – calm/reasonable/helpful. 

 

 

 

The Subject Teacher will:

❖ Provide a safe, secure and positive learning environment within their classroom and outside 

their immediate room, ie corridor. ❖ Welcome all students at the door of the classroom with “Meet and Greet”. ❖ Ensure lessons are appropriate, engaging and motivating and promote positive learning 

behaviours. ❖ Praise and reward students’ achievements on a regular basis ❖ Reprimand unacceptable behavior with a view to de-escalation and of enquiring of the 

student what has caused the adverse behaviour, warn of the consequences, detain, record using the CPOMS system and inform and form tutor/HoYs/HoD 

❖ Where necessary, temporarily remove a student from the lesson and re-integrate after discussion, apology and recognition by student of negative behaviours 

❖ For repeated incidents, refer to the HoD/ HoYs ❖ For more serious incidents that affect the learning of other students, follow the processes 

above  ❖ Provide work for students on Alternative Supervision or Fixed Term Exclusion ❖ Deal with “on the spot” issues as they occur around the College. 

The Head of Subject will: ● Support their subject by monitoring the students’ behaviour in their subjects, reporting with 

behaviour issues by subject teacher and/ or form tutor to HoYs ● Discuss the consequences of unacceptable behaviour with a student and seek to enquire 

what has caused such actions in the first place, monitor future progress ● Issue a subject detention where necessary -inform student, inform Form Tutor and Head of 

Phase for meeting with parents for Home School Contract if appropriate. ● Withdraw a student from the lesson where necessary, with work provided, to prevent 

exclusion ● Refer the matter to the HoYs/ SLT link on the Leadership Team for ongoing concerns in one 

subject 

The Tutor will: ● Monitor behaviour referrals on CPOMS and the College weekly behaviour report; contact 

parents and where necessary, initiate a placement on tier 2, ensure monitoring of HSC and students targets 

● Encourage excellent standards of attendance, punctuality and uniform – contact parents, where necessary 

● Inform the Attendance Officer and HoYs for follow up on issues of behaviour and attendance ● Take over responsibility for a student when they are removed from lessons and liaise with 

HoYs ● Be first point of contact for parents ringing into school regarding student behaviour ● Be first point of contact for parents emailing into school regarding their child’s behaviour 

Head of Year will: ● Take over responsibility for a student where there are concerns in more than one subject 

area, or outside of lessons (bullying, smoking, fighting, truanting, theft) ● Discuss incidents with students and warn of the consequences ● Be first point of contact for parents coming into school 

● Place students on a Tier 2 report initiating a Home School Contract where necessary. Tier 2 will include mentoring – contact parents and monitor HSC and student’s targets 

● Meet with student, Parents and Form Tutor where a situation has not been resolved despite the Tier 2 report. 

● Place students in a lunchtime or after-college detention and inform Parents ● Withdraw a student from social time for a fixed period in the event of anti-social behaviour 

during breaks and lunchtimes -inform Parents ● Issue a Time-Out card where appropriate – advise Staff and Parents ● Refer students to outside agencies where appropriate – request permission from Parents ● Refer to DDOI if follow-up action, or a more serious sanction may be required ● Manage day to day behaviour incidents as they occur ● Be part of the 'on call' team to remove students from lessons when requested by staff. ● Record all incidents or student arrivals in Pastoral Hub on CPOMS  ● Keep form tutors and Pastoral Team updated on details of incidents ● Be first point of contact for outside agencies into the College. ● Lead on their year group’s Internal Exclusions ● Complete all paperwork/ summary on CPOMS sending it onto the relevant members of staff ● Telephone home to inform parents/carers of internal exclusion 

The Deputy Director of Inclusion will: ● Support a subject with a behaviour concern; discuss targets and supportive measures with 

the HoYs. ● Where necessary, meet with Parents, Student and Curriculum Lead -inform staff of the 

outcomes of the meeting ● For an ongoing concern in more than one subject or a serious “out of the classroom” issue, 

support the HoY or if required, to meet with Parents and HoYs to set targets and discuss supportive measures 

● Issue students a Fixed Term Exclusion (With agreement from the Headteacher) -inform Parents 

● Involve outside agencies where appropriate ● Review Fixed Term Exclusions 

The Director of Inclusion will: ● Support the DDOI with behaviour concerns, discussing targets and supportive measures with 

DDOI. ● Provide support for the pastoral team when required. ● Meet with parents if DDOI refers to DOI. ● Set up a reintegration meeting with student and parents to provide those returning from a 

multiple exclusions with re-admission criteria-inform Staff ● Discuss and agree a part-time or alternative curriculum with Parents, where necessary – 

inform staff 

The College’s Interim Academy Board will: ● During visits to the College, note the implementation of the Positive Behaviours Policy ● Form a Governor’s Disciplinary Committee to review any appeals regarding exclusions 

● Provide representatives for any independent appeal committee against exclusions ● Monitor, evaluate and review the Positive Behaviours Policy regularly for impact of reformed 

behaviours/lowering of repeat offences. 

Involvement of Parents/Carers Parents/carers through the Home School Contract are expected to encourage good behaviour in their children, make themselves familiar with the school’s rewards/ sanctions and behaviour management process and support its effective implementation where necessary through regular liaison with the academy staff. 

Involvement of Students Students are encouraged to express their views on the present policy through tutor time discussions and contribute to the effective implementation of the policy. 

The College Student Voice team and the student council will be involved in reviewing the College’s Positive behaviours and Anti-Bullying policies and procedures that reflect self-discipline, positive work and behaviour for learning. 

The DoI is responsible for ensuring the positive contribution of students and the participation of all students in relevant discussions. 

Equal Opportunities All rewards and sanctions must be applied fairly and consistently and in accordance with the school’s Equality Policy. 

Appendix 6

Sanctions  

At all times the College will make every effort to ensure that the sanctions are a reasonable and proportional response to the offence and students are taught that they are responsible for their actions.  

Detentions are given for poor work or inappropriate behaviour, arriving late to the College and not having the correct items of uniform ie for not adhering to Ready, Respect, Safe. 

 

The College has the legal authority to detain students without parental consent at: 

Breaktime 

Lunch breaktime 

After school 

Failure to attend such detentions will result in further sanctions. 

In some circumstances (vandalism, damage to academy property, fighting with students or other such behaviour) offenders will be required to undertake College community service and make reparation for damage caused as well. 

Detention Procedures 

For an issue within the classroom a detention may be set. 

When students arrive late to the College or have forgotten or are wearing inappropriate uniform, detentions are set. 

Where inappropriate behaviour occurs outside of the classroom, detentions are set by HoYs. 

Persistent failure to attend detentions will result in Leadership Team detention 

Failure to attend Leadership Team detentions will result in a Reintegration room sanction. 

When setting detentions, staff will: 

● Inform the student that a detention is being set and the reason for it ● Inform the parents/carers via e-mail/phone with the date, place and reason for the 

detention and copy to Head of subject, Form tutor. ● Log the incident on CPOMS 

During detentions students will: 

● Be supervised 

● Have a purposeful task to complete- 

➢ Letter of apology ➢ Reading a book and writing a critique/ summary of what they have read ➢ Maths practice. ➢ Complete work missed through disrupting lesson 

● Be dismissed after no more than 60 minutes. 

● Be allowed time to eat lunch or visit the toilet if the detention is at lunchtime and to have a break to eat and drink or visit the toilet if at breaktime.

Restorative Justice St. Boniface’s College will use Restorative Justice to help manage conflict and poor behaviours. Restorative Justice brings those harmed by conflict and those responsible for the harm into communication, enabling everyone affected by a particular incident to play a part in repairing the harm and finding a positive way forward. 

Our focus is on the following: 

● Accepting diversity and difference among our students 

● Supporting the student to make better choices through reflection 

● Supporting the student to understand the impact of their choices on others and how to make amends 

● Using restorative and mediation practices to respond to unwanted behaviours 

● Having all staff trained in restorative practices 

● Ensuring the student writes a letter of apology to the relevant staff member or student affected by his actions 

Community service Students will be expected to do:- 

● Litter duty 

● Cleaning in canteen 

● Reading buddy 

● Assisting a staff member during social time as directed 

Exclusions In addition to the alternative supervision/student support arrangements available at the College there are five types of exclusion in operation at St. Boniface’s College  i) Withdrawal ii) Temporary internal exclusion and reintegration iii) Higher Level Temporary Internal Exclusion and Reintegration iv) External temporary Exclusion and Reintegration v) Permanent exclusion  All action will be in accordance with county and national policy. 1. Recommendation to exclude – SLT and pastoral team. 2. Decision on type of exclusion made is based upon 

● incident  ● student’s response to the incident  ● whether student is vulnerable, at risk, had SEND needs 

3. Progress on Home School Contract and student achieving his targets

Withdrawal or Referral Student behaviour; a student has repeatedly failed to turn up to detentions for lack of homework/equipment or behaviour problems. 

A student is displaying regular repeated, persistent or serious disruptive behavioural problems despite previous intervention.  

Required action; Withdrawal to Reintegration room. Create a behaviour event on CPOMS and write the incident report in the school notes field, enter brief home notes so that the parents are aware.  

Discuss concerns with Head of subject or Head of Year.  

Likely outcomes will include withdrawal within the subject, school or SLT detentions, internal isolation or fixed term exclusions depending on the nature of the concern. 

Before reintegration the HoD/HoYs will work with the student and the member of staff responsible for the learning session in which the student was disruptive to: 

a) Resolve the situation – this would include acknowledgement from the student of their offending behaviour. 

b) Establish clear boundaries for the student to be re-integrated into the learning group through a Home-School agreement. 

Persistent or escalating disruption will lead to: 

Temporary Internal Exclusion and Reintegration Context:  

Following the re-integration of a student into the learning group. Should the student repeat or continue with their disruptive behaviour or if the student is displaying similar behaviour in two or more curriculum areas, this then becomes a more serious matter. Temporary internal isolation could be considered either by a Senior member of staff or HoYs, if the behaviour is occurring across curriculum areas. 

Action: 

1) Removal from the lesson for an extended period to modify behaviour; ensure that learning for the individual can take place and protect other students from the disruptive behaviour - parents/carers to be informed and met. 

A student who has been temporarily removed from lessons will be re-integrated after a period of successful behaviour as follows: 

i) The period of removal will vary depending upon the circumstances. 

ii) Resolve the situation with the member of staff – this would include acknowledgement from the student of their offending behaviour. 

iii) The student will be subject to a Subject Specific Behaviour Contract/Home School agreement in which there are clear expectations as well as conditions for the student to be re-integrated into the learning group. Parents/carers will be involved in agreeing this contract. Re-integration to learning groups may be phased. This will be monitored by the HoYs. 

Higher Level Temporary Internal Exclusion and Reparative meeting Context: 

Following re-integration into the group after temporary exclusion should the student continue to behave in a disruptive manner this escalates to this process, which should be considered by a Senior member of staff. 

Action: 

i) Internal temporary exclusion for an extended fixed period to modify behaviour; ensure learning for the individual can take place and protect other students from the disruptive behaviour - Parents/carers to be informed and met. 

ii) Students will spend the whole day, including break and lunchtime, in the internal isolation room. Students should only leave the room to go to the toilet by permission. They stay in at break unless other arrangements have been made. They are escorted to get their lunch and bring it back to the internal isolation room.  

iii) Students register in the internal isolation room. 

iv) Work set by subject teachers to be completed by students during Internal Exclusion; subject teacher and Head of Subject to ensure the Student Success Centre has access to sufficient resources so the student can work independently with support from the Student Support Centre Staff. 

v) The student will be subject to a Behaviour contract/Home School agreement unless already in place in which there are clear expectations and boundaries for the student to be re-integrated into the learning group. Parents/carers will have been involved in agreeing this plan –the terms of which will be re-established. 

 

External temporary Exclusion and Reintegration There are national guidelines on the procedures and practice involved with the exclusion of students. Exclusion is seen as the most serious sanction an academy can impose and only the Headteacher can exclude a child, in accordance with St. Boniface’s College policy and practice and the national guidance. Through the implementation of our whole-college policy on behaviour, it is our intention to avoid the exclusion of a child. However, in extreme circumstances there may be no alternative. If this situation does arise then it is the college’s policy to follow the procedures referred to in this document and the national guidance.

It is the legal responsibility of the parent/carer to ensure that the student is not in a public place, without good reason, during academy hours. 

Context: 

Following re-integration into the group after higher level temporary exclusion. Should the student continue to behave in a disruptive manner this escalates to external temporary exclusion and should be considered by the Headteacher. 

Action: 

i) External temporary exclusion for an extended period to modify behaviour; ensure learning for the individual can take place and protect other students from the disruptive behaviour - parents/carers to be informed and met. If this period is for more than five days alternative provision must be sought from the sixth day onwards. 

A student who has been temporarily externally excluded will be re-integrated after a period of successful behaviour as follows: 

i) The period of exclusion will vary depending upon the circumstances. 

ii) A behaviour contract will be agreed with a the Head or director of Inclusion 

iii) If this is not adhered to and behaviour is not modified, the behaviour contract will be re-established and re-signed and a final written warning will be issued by the Head. Failure to follow the terms of the agreed behaviour contract will result in progression to permanent exclusion. Re- integration may be phased. 

 

Permanent Exclusion Context:  

If this stage is reached then all attempts at previous processes to bring about the necessary positive change in the student’s behaviour will not have succeeded. The Head will permanently exclude the student from the College. The Chair of the Interim academy board will be notified and parents/carers would have the right to appeal in writing within a period of 14 days setting out their grounds for appeal. 

Please note: In cases where matters present a threat to the health and safety of the students and staff or to the social health of the College one or more of these processes may be omitted and higher processes immediately invoked. Examples (not an exhaustive list) include: 

● Theft or wilful damage to property belonging to students, staff or the College ● Behaviour whilst travelling to and from St. Boniface’s (or whilst away from the College) 

that damages its reputation and/or is harmful to the public. ● Possession of alcohol or controlled drugs (including cannabis). ● Bullying/racist behaviour/sexual harassment ● Common assault of another student. ● Verbal abuse of a member of staff. ● Malicious or unfounded accusation against a member of staff. ● Common assault of a member of staff. 

Appendix 7

Report cards. Tiers To support students in their behaviour, the college operates a tier system of behavioural support and monitoring. All students are monitored by their tutor - Tier 1. Heads of Year can move students onto tier 2 following behaviour incidents - detailed below. The Head of Inclusion can move students onto tier 3 and the Headteacher can move students to tier 4. Students can enter on any tier dependent on the behaviours but will move back down the tiers sequentially if successful in their report. Parents will be informed of the level of monitoring and support. All students are to collect their report from the Reintegration room on Monday morning. Students are to report to the Reintegration room at the end of each day to present their card. Any missing lessons will be counted as negatives. Students will be issued with a detention the following day from 30 mins in the first instance, to 45 Minutes in the second and 1 hour in the third instance if they have failed their card for that day (getting more than 3 crosses). Students’ cards will be reviewed each Friday and an email sent home with details of whether the student is to go down a tier, up a tier or remain. The student must collect his new report each Monday. Students who are on report can represent the school if they are working well on their report, but will not be allowed to attend fixtures or trips if they are not working well on their report card. Students must get their parent to sign the card each evening and show it to their tutor in the morning. Students need to show their card to the appropriate person (HoY (tier 2), DoI (tier 3) If students are leaving the school before 3:20, then they need to attend the Reintegration room before they leave. If students are on report and not working well, they lose the privilege of representing the college or attending trips. The Head of PE will check with the DoI or against the Tier report sheet to see the student’s progress and inform the student of the outcome. If students are in the Reintegration room more than three times, SEND will review their needs and put support in place.

Tier 1 All students are on this tier before they can progress. The tutor plays the main role at this level. For minor incidents, the student will be placed on tutor report on a weekly report card checked in the mornings by the tutor and taken to Reintegration room at the end of each day over a maximum of a 6 week period, entries recorded on Reintegration room spreadsheet and SIMS. Triggers can include: less than 10 reparative conversations in any 1 term,  less than 5 detentions in a year,  

Tier 2 Working with the Head of Year on a daily or weekly report card administered via HoYs over a maximum of 6 week period, entries recorded on Reintegration room spreadsheet and SIMS.  Triggers can include: 10 or more reparative conversations a term, 5 or more detentions in a year, 1 visit to the Reintegration room, Attendance below 95%. Head of Phase meets with parents. Behaviour support plan put in place if no improvement. Weekly meeting with student and Head of Phase. 

Tier 3 Working with the Director of Inclusion on a daily or weekly report card administered via DoI and Reintegration Room over a maximum of a 6 week period, entries recorded on Reintegration room spreadsheet and SIMS..  Triggers can include: 10 or more detentions in a year 5 or more visits to the Reintegration room 3 or more FTE Director of Inclusion meets with parents and Home-School contract instigated. Weekly meeting with Director of Inclusion. 

Tier 4 Working with Head Teacher and at risk of permanent exclusion the student is on a daily or weekly report card administered via DoI and SSC over a maximum of a 6 week period, entries recorded on Reintegration room spreadsheet and SIMS..  Triggers can include: 10 or more visits to the Reintegration room 5 or more FTE. Parents meet with Head 

Appendix 8

CPOMS reports (serious behaviour incidents) and SIMS (behaviour incidents, rewards and attendance)

Heads of Year HoYs should download a weekly report on 

- Attendance - Behaviour - Lateness to registration - Lateness to all lessons - sanctions issued - Rewards 

HoY should analysis key groups - FSM, FSM6, LAC, etc 

HoYs, at their discretion, should liaise with tutors, curriculum leaders and the SLT link and monitor any of the above via necessary means e.g. attendance intervention, behaviour support intervention, late reports, daily reports, IEP and/or Behaviour plan. 

DDoI meet weekly with DoI to discuss these reports. Reports and actions to be sent to Director of Inclusion each week using the pastoral progress report. 

Head of Subject Subject Leaders should also access a weekly behaviour report.  

Tutors To check weekly behaviour reports, lateness to lessons, attendance, and any detentions issued for students in their tutor group. Speak with students on a daily basis and contact parents when necessary. 

   

Appendix 9

Individual Behaviour Plan (IBP) St. Boniface’s College is firmly committed, in partnership with parents/ carers, to support students in achieving their academic potential, both pastorally and academically. An Individual Behaviour Plan assists students in reforming inappropriate behaviours, in and out of the classroom, so that they learn and progress as they should in all aspects of school life. 

Members of the Pastoral Team are the Key Staff in the IBP process. 

When should an IBP be set up? 

An excluded student will be on either a report card, an IBP, a TAM or an EHAT, dependant on need and previous support given. 

An IBP will be set up when a student has chosen to behave in a way that frequently disrupts his and others’ learning and has had an exclusion - from a series of lessons or the college.   

Drawing up an IBP 

The Head of Year is responsible for drawing up an IBP or can delegate to form tutor or SSC and will                                         invite the students’ parents/carers, and outside agencies, where appropriate, to discuss the cause                         for concern. In some cases, the SENCO, Director of Inclusion or the Head Teacher will be present at                                   the meeting. Together they should draw up a support programme. Parents and the student should                             be fully engaged with the target setting process. Targets will be proposed by the Key Staff after                                 review of the area of concern.  

The Key Staff leading the IBP will ensure that all documents are signed by the parents/carers and student and stored on the student’s central record. 

If the IBP forms part of a reintegration meeting, following an exclusion, then the meeting should be conducted during the exclusion so the student can return to school on a positive note. 

The involvement of the student is crucial and needs to be planned according to his needs. In order                                   to achieve this, the Key Person should ensure that baseline information on the student’s strengths                             and weaknesses is gathered and analysed through using the College’s tracking systems. Students                         need to have ownership of the targets and the process of monitoring review. 

The agreement must have reasonable expectations and address both the academic and social needs of the student. Behaviour management strategies should be agreed and consistently applied by all involved. This includes the specification of rewards and sanctions based on school policy. 

The agreement needs to run for a set period and include clear time scales for all targets set. Ordinarily a IBP will not extend for more than 12 weeks. The IBP should be reviewed weekly with all parties for the first two weeks and then every 4 weeks. The review will focus on the impact of the student meeting his target. During the review, targets may be amended. The reviewer will be the HoYs who will invite the parents/ carers for the meeting. 

Reviews will be recorded. This is very important to the student as they need to be aware they have met some targets. The review needs to happen face-to-face with parents and documents signed. This will take place every week to see if the targets need changing or period of HSC extended. The HSC is distributed as a working document amongst all those teaching and support staff involved daily with the student for feedback on the students’ performance and behaviours in and out of 

lessons. It will be reviewed and signed daily by SSC. 

The IBP meeting should be positive and purposeful in drawing up a strategy for supporting students. The purpose is to have as informed a discussion as possible about all that is happening in the student’s life. 

If a student does not meet his targets the Key Staff will critically evaluate issues such as parents/carers or student’s engagement, participation, barriers or the nature of the set targets. If, however, the student’s behaviour has not been improved through the HSC, it may be appropriate to refer the student to the next level of intervention and/or initiate discussions regarding the Managed Move Process where this is the case. 

Roles

Head of Year HoY manages the process, ensures the documents are uploaded on the database tracking system                           to monitor the students’ progress in achieving his targets and reviews the progress in a meeting                               with parents/carers at regular points. The HoYs may delegate this contact with parents/carers to                           Form Tutor. 

The Director of Inclusion and the Head Teacher may initiate the IBP and this will be passed to the HoYs for monitoring and review. 

Parents/ Carers Parents/carers need to be fully engaged in reforming their child’s behaviours. They need to see the IBP to sign on a daily basis and return to the school with comments. 

Review Process The parents/carers will be invited in at the agreed end date.  

Reporting Process The HoYs will report weekly to the Director of Inclusion (Behaviour/ Attendance) on progress of targets relating to students’ learning/ behaviour/ attendance.   

Appendix 10

CLASSROOM EXPECTATIONS

  

 

READY. ● Students have equipment ● Students actively listening - silence when teacher             

talking RESPECT. 

● Students are engaged in their work. ● Students are showing respect to others in the               

classroom. SAFE. 

● Students follow instructions first time ● Students arrive on time to where they should be. 

  

Appendix 11

 Warning given 

- linked to Reintegration 

Room 

      READY RESPECT 

SAFE 

     

      

If appropriate, time to cool off 

or move. 

  Record on SIMS. Reparative 

conversation if required 

 

            

 Behaviour does 

not alter.  

Non-compliance 

 

 

 Staff call reception. 

Pastoral team collect student  

 

  Student taken by Pastoral team to 

Reintegration room. 

   

       

 Review of report 

card and IBP following each Reintegration 

room visit. 

   Reintegration room 

staff to contact home.  

Student stays until 4:20 

  Staff member enters information 

on CPOMS. Staff member 

telephones parents and inputs into 

CPOMS 

 

Behaviour choices

Appendix 12

 

Behaviour policy: logistics for staff  

SIMS ● For all low level incidents - using drop down boxes ● Tutors to use for uniform and equipment infractions in morning registration and 

contact home through Schoolcomms using the template. CPOMS 

● CPOMS log is for information. ● It should explain what action you have taken or will be taken. ● Add to the event with further information, including the details of the phone call 

home.  Who to notify ● Tutor in every case ● Head of Year AS WELL if more serious and requires action. ● Repeated behaviour in subject - include HoS AS WELL as tutor ● Head of Year - if you had to contact reception for removal of a student, so they can                                   

input information ● DSL/DDSL for all safeguarding concerns. ● If you require an action to be taken, tick action taken under the staff member’s 

name. ● HoYs and DoI can see all entries, so only notify if action is required.  Accessing CPOMS ● Do not click ‘mark as read’ so you can access it at any time. ● Who has viewed it can be seen in the log.  

● If a print out is needed, please request from HoYs or DoI      Reintegration Room ● Students to be collected by member of staff on call. ● On call member to check with staff member what has happened, and what steps 

have been taken. ● Staff member to enter information on CPOMS  ● Students to complete a full day in the ready, respect room, until 4:20. ● Parents to be telephoned as soon as the student is in the RR room. ● Parents to attend meeting with a member of the pastoral team the following day 

prior to rejoining the lessons. ● Students can be taken to the Reintegration room during the course of the day - by 

the Pastoral team or SLT only. Parents will be informed.   ● If students are taken to the Reintegration room from period 4 onwards, they will be 

in the Reintegration room the following day until p4 - unless it is a double lesson, and then until lunchtime. 

● If there is an incident which requires internal isolation, the staff member needs to log this on CPOMS and the pastoral team or SLT will place student in the Reintegration room and home will be contacted.  

● Staff member to have reparative conversation with student ● Reintegration room staff to inform staff by the end of the day who will be in there 

and to check work is provided.  Reports ● Tutor - tier 1 ● HoYs - tier 2 ● DoI - tier 3 ● HT - tier 4  Pastoral team to review behaviour each week and place students on report as required. HoYs to inform staff every week as to who is on report. Keep every report and scan into CPOMS.