Perry Beeches II

The Free School

POLICY DOCUMENT ON

Behaviour for Learning Policy

Ratified by Governing Body

Ref: JL/SBA/T&L Behaviour

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CONTENTS PAGE Principles of the behaviour policy 2 Purposes of the policy 3 Parental Role in Behaviour Management 3 Classroom Management 4 Dealing with incidents of:

Aggressive Behaviour 8

Bullying 9

Racial Abuse 10

Smoking/Substances & Illegal dangerous items 11

Guiding principles to ensure effective learning can take place 12 Pastoral tracking of student progress 16 Referrals Procedure 19 Guidelines for using data provided by Sleuth 20 Behaviour Incident (Sleuth) Report Form 22 Rewards 23 Form Notices regarding rewards 24

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BEHAVIOUR POLICY

Principles Student behaviour and success in learning are inextricably linked. Perry Beeches II The Free School Behaviour Policy reflects this by working to focus on the encouragement of student attitudes and behaviours which lead to the creation and maintenance of a safe and supportive climate for learning, underpinned by:

High quality teaching

A stimulating learning environment

Effective rewards and sanctions

Respect Agenda Good learning and behaviour stem from quality teaching and effective management of the teaching space. Good behaviour leads to good learning while poor behaviour leads to disrupted and low quality learning. Inherent in this policy are the following principles of good management of the teaching space:

1. Learning is structured and organised in such a way that high expectations of behaviour and attitude are set and are made clear.

2. A positive climate for learning is established through the use of

routines, rules, sanctions and rewards.

3. Students are engaged in learning through the use of a range of techniques and strategies.

4. Teachers display the high value in which they hold education through

their own professional and positive attitudes to students. This can be clearly seen in the way that they model the language of mutual respect, their avoidance of over reaction and confrontation and their capacity to adopt a problem solving attitude to issues in the classroom.

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BEHAVIOUR FOR LEARNING Purposes of the Behaviour Policy

The policy aims to create a positive, purposeful teaching and learning environment through:

enabling all staff to feel confident in their responsibility for the effective management of student behaviour.

encouraging students to develop and maintain positive relationships with both their peers and adults characterised by mutual respect.

the provision of opportunities for students to fulfil their potential in both a social and academic context what ever their age, gender, ethnicity, attainment and background.

helping students to understand that they have a choice in how they behave and that there are consequences for their chosen behaviour.

a system of rewards and graduated sanctions for students related to both academic progress and success and behaviour.

Parental Role in Behaviour Management Your role in behaviour management is summarised in the whole school agreement you signed when your child joined the school. To remind you, the pertinent section is reproduced below: Home School Partnership Agreements

At Perry Beeches we want to work with students, parents, staff and governors to create a school environment that ensures teaching and learning is of the highest quality, where students enjoy the classroom experience and feel intellectually challenged and stimulated. We believe in the importance of equipping students with the values and skills that will help their development and learning for life. We want to build self esteem and confidence and create opportunities where students, parents and staff know that they are valued. We are convinced that this can happen when parents, students and staff agree to work together in partnership. This Home School Agreement is an agreement to work together. Agreement

The Parents I / We shall aim to:- Ensure my child attends school regularly, on time, properly equipped and in full school

uniform. Make the school aware of any concerns which might affect my child’s education and

welfare. Support the school’s policies and guidelines for behaviour. Attend parents’ evenings and discussions about my child’s progress. To meet with the Headteacher / First Deputy Headteacher to discuss my child’s progress. Become involved with my child’s life in school by supporting him/her in areas such as

positive behaviour, homework tasks, talking about the school day and signing my child’s passport.

Parent Signature(s) _____________________________________________

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CLASSROOM MANAGEMENT PROCEDURES

These procedures support an ethos based on shared aims and mutual respect where boundaries are clearly defined and where the individuals feel valued. These procedures reflect the fact that there are aspects of behaviour, which can be taught, and that in general the use of praise and rewards and the opportunities in the curriculum have a great effect in motivating students. As a school we believe that the most effective teaching and learning takes place in a well-managed environment, one that is calm, happy and safe for the whole school community. These procedures will help maintain a good working atmosphere in the school and are based on rewards for good behaviour and academic achievement, praise, positive reinforcement and resources. If individuals do not then respond a series of clear warnings, sanctions for disruptive or challenging behaviour should be adhered to. Having all staff following these procedures ensures fairness and consistency across the school. Good classroom management is maintained through shared expectations of consistently high standards of courtesy, behaviour, effort, presentation of work and self and punctuality. For the majority of students positive relationships between teacher and student play a more significant role in maintaining good teaching culture than any fixed system. Few, if any, classroom management issues arise when students are properly engaged in the following way: the lesson has been well planned, learning outcomes are shared and understood, different strategies are used to reinforce and secure learning, resources and environment are sufficient and conducive to effective learning and achievement is recognised. When issues do arise, and are effectively managed by the teacher, the students: re-engage with tasks, exercise individual responsibility, respond positively to the teacher’s intervention, retain respect for themselves and the teacher and accept the consequences of their behaviour. Students are more likely to engage in learning if the teacher: has high expectations, applies rewards, rules, routines and sanctions consistently and fairly. Teachers who use the language of mutual respect, deploy a range of techniques and strategies, adopt a positive approach to problem solving, avoid over-reaction and confrontation have the best relationships. Within the classroom the teacher has the responsibility for the welfare and well being of the class. The teacher should frequently refer assessment and rewards to the Classroom Expectations and Student Code of Conduct, on display in every room and be explicit about expectations and maintain those standards. Positive Reinforcement Strategies

Another way of tackling poor behaviour is to coach language ( verbal and body ) in positive terms so that you are not focussing on one individual’s behaviour when everyone else is behaving appropriately.

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Class Teacher should:

Praise and encourage Positive note in passport

Give merits Recommend Headteachers award Positive marking Have displays

Subject Leader / HOY should:

Praise in front of whole class Communicate with parents – letters / phone calls Assemblies Give verbal praise

Give merits Recommend Headteacher's award Have corridor displays Give departmental / year group rewards

Classroom Plan for Challenging Negative Behaviour

Where appropriate ignore and praise someone else

First time rule / expectation is broken – State rule / expectation as a reminder

Second time rule / expectation is broken – Warn the student of potential consequences / issue a yellow slip for low level behaviour

Third time rule / expectation is broken – Issue an appropriate detention – break, lunchtime, 10 minute, 30 minute or 60 minute

Continued misbehaviour – Referral to next stage Challenging Poor Behaviour

Stage 1 Class Teacher

Classroom Teacher should challenge and action:

Talking out of turn Uniform issues * Only minimum effort made Forgetting equipment, planner, homework etc * Wasting time

Interruptions Making fun of others Arriving late * Eating in class Throwing paper Mobile phone / MP3 use

Play fighting Graffiti

* can be moved up levels on a cumulative basis

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Strategies used by class teacher:

Verbally praise those who are doing what you want rather than challenge every incident. Put the emphasis on good behaviour, not poor behaviour

Seating Plan Use of appropriate language with students Verbal warning For every negative phrase, challenge or sanction try to counter balance it

with two positive remarks Reprimand Choice / consequence of action

Remind students of school rules Separating / moving students within the room Yellow Slip Note in student passport Extra work set

Detention – break / lunch / 10 / 30 / 60 minute Coaching student into appropriate behaviour choices Isolation from lesson with colleague Contact with parents – phone call / letter Subject report

Liaising with Form Tutor Referrals to Subject Leader / HOY Use of Sleuth Liaise with T&L team

Stage 2 Subject Leader

Subject Leader should action:

Vandalism Rudeness to class teacher

Refusal to follow class teacher’s instructions Refusal to leave lesson Interfering with other students’ possessions Preventing teaching from occurring Preventing others from learning

Strategies used by Subject Leader:

Detentions Investigation of problem Observation of lessons Liaise with parents / carers Subject reports

Change groups Isolation from lesson within subject area Isolation from lesson with external support Use of Sleuth data

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Stage 3

HOY should action

Disruption from outside classroom

Refusal to leave classroom

Fighting

Offensive language to staff

Discriminatory language

Bullying

Refusal to co-operate with Subject Leader Strategies used by HOY

Detentions

Investigation of problem

Observation of lessons

Snapshot Reports

Liaise with parents / carers

Pastoral reports

Change groups

Isolation from lesson for a fixed time period

IBP

Referral to targeted intervention

Seclusion

Exclusion

Use of Sleuth data Stage 4

SLT should action:

Refusal to co-operate with HOY

Physical abuse to staff

Drug related incidents Recording and Monitoring of Incidents

All incidents requiring staff action need to be recorded on a Sleuth referral form – see Referral Procedures in Guidance

Detention needs to be recorded in the student’s passport. Detentions must be completed within 24 hours.

Staff Responsibilities

All classroom teachers to action incidents indicated in Stage 1 which occur in their classroom and to ensure that a referral is written for every incident even if it does not require further action. Teachers should only refer on those incidents which are listed in Stage 2.

Subject Leaders to monitor referrals from their subject area and to support colleagues by ensuring that there is follow up action with students and contact made with parents / carers. Subject Leader will be expected to action incidents indicated in Stage 2.

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DEALING WITH INCIDENTS

Aggressive behaviour between students procedures

POLICY Any display of threatening behaviour to other students in the form of verbal or physical abuse either on the school premises, or on the way to or from school is strictly forbidden. This also applies in the case of abuse to students from other schools, members of the local community and to members of the travelling public.

COMMUNICATION OF POLICY (a) Students will be constantly reminded in assemblies and tutor periods about the

rules governing their behaviour towards others. (b) Parents will be informed of school policy through both the guidance notes for

parents and through regular newsletters. PROCEDURE TO BE FOLLOWED (a) Incidents of aggressive behaviour between students should be reported to the

Form Tutor, Head of Year or SLT. (b) Certain incidents may be dealt with by discussion with the students concerned. A

written account must be filed. (c) More serious or repeated incidents will require senior staff involvement and

parental contact, with written records lodged in student files. (d) Students who persistently display aggressive behaviour could face fixed term or

permanent exclusion SANCTIONS Whilst normal school sanctions such as detentions and `reports' will be appropriate for most cases, students who display extreme verbal or physical aggression or who launch unprovoked verbal or physical attacks on others could face fixed term or permanent exclusion from school. (Racial insults and abuse are also included in this very serious category).

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Bullying Procedures DEFINITION Bullying is the wilful and conscious desire to hurt, threaten or frighten someone. It can take the form of either verbal or physical abuse or intimidation. POLICY The Bullying of students by other students either on school premises or on the way to and from school is strictly forbidden. Incidents of bullying should always be treated as a very serious matter and should be dealt with according to the guide-lines listed below. COMMUNICATION OF POLICY (a) Students will be constantly reminded in assemblies and tutor periods about the rules

governing their behaviour towards others. (b) Parents will be informed of school policy through both the guidance notes for

parents and through regular newsletters. PROCEDURE TO BE FOLLOWED (a) All staff are asked to watch for and report any signs of bullying such as deterioration

of work, spurious illness, erratic attendance etc. (b) Where incidents of bullying are detected;

1) All involved should be referred to the Head of Year or SLT.

2) All those involved will be asked to record the events in writing.

3) Discussion to resolve situation with individual and groups of students.

4) Be contacted and interviews arranged where appropriate.

5) Appropriate counselling may need to be made available.

6) A record will be placed in student(s) file(s)

7) All incidents to be recorded in monitoring file.

SANCTIONS Whilst normal school sanctions such as detentions and `reports' may be appropriate for some cases, students who display serious or persistent forms of physical or verbal intimidation could face a fixed term or permanent exclusion from school.

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Racial Abuse Procedures

DEFINITION Racial abuse is the wilful and conscious desire to insult, threaten or frighten someone by reference to their colour, race, beliefs, dress or culture. EXTRACT FROM RACIAL EQUALITY POLICY (a) Rude or insulting comments by students that make reference to the colour, race or

culture of any other student are strictly forbidden. (b) Incidents of racial abuse should always be treated as a serious matter and should

be dealt with according to the guide-lines listed below. COMMUNICATION OF POLICY (a) Students will be constantly reminded in assemblies and tutor periods about the

rules governing their behaviour towards others.

(b) Parents will be informed of school policy through both the guidance notes for parents and through regular newsletters.

PROCEDURE TO BE FOLLOWED All incidents of racial abuse should be reported to the Head of Year or SLT.

1) Liaise with the appropriate staff.

2) Require all involved to record the events in writing.

3) Keep a record of the discussions that take place and outcomes.

4) Contact parents and arrange interviews where appropriate.

5) Offer support to the victim.

6) Enter record in student files and also Equal Opportunities file

7) Record incident in monitoring file. (see appendix)

SANCTIONS Whilst normal school sanctions such as detentions and `reports' will be appropriate for some cases, students who display serious or persistent forms of racism could face a fixed term or Permanent exclusion from school.

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Students Smoking, Taking other Prohibited Substances and bringing Illegal / Dangerous Items onto School Grounds Procedures POLICY (a) The smoking, inhaling or swallowing of any prohibited substances by students, either on

school premises or on the way to or from school, is not allowed under any circumstances.

(b) The bringing of cigarettes, illegal and dangerous items, alcohol and any other drugs, together with matches, fireworks or any other dangerous items / weapons onto the school premises or on the way to and from school is strictly forbidden.

COMMUNICATION OF POLICY (a) Students will be constantly reminded in assemblies, tutor periods and in health education

lessons about the rules governing smoking, the taking of any other substances and bringing Illegal/dangerous items into school.

(b) Parents will be informed of school policy through both the guidance notes for parents and through regular newsletters. PROCEDURE TO BE FOLLOWED (a) Students caught smoking should be referred immediately to their Form Tutor, Head of Year

or member of the SLT.

(b) Students caught in possession of illegal substances or illegal/dangerous items should be referred as soon as possible to the Deputy Headteacher Pastoral or another senior teacher.

The following action will then be taken:

1) Request made to hand over the prohibited materials or substances.

2) If students are found to be in possession of illegal substances or illegal/dangerous items the Police will be notified.

3) Letter or telephone call to parents informing them of incident and requesting that they collect their son or daughter's property from school. If appropriate in more serious cases parents will be interviewed by a senior teacher and the Police and support services involved where appropriate.

4) Enter the students name in a file kept in the Deputy Headteacher Pastoral’s office for that purpose.

5) A record will also be kept in the student’s file. SANCTIONS (a) An appropriate sanction such as a detention, seclusion or exclusion for students who smoke

cigarettes on site with additional sanctions taken against persistent offenders.

(b) Students who show a blatant disregard for either their own safety or the safety of others by:-

i bringing onto or possessing illegal substances or illegal/dangerous items/weapons on the school site and/or

ii encouraging the use of illegal substances or illegal/dangerous items/weapons on the school site and/or

iii taking illegal substances or bringing illegal/dangerous items/weapons on the school site could face permanent exclusion

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GUIDING PRINCIPLES TO ENSURE EFFECTIVE LEARNING CAN TAKE PLACE The climate in a classroom has an important effect on the quality of learning that takes place there. Measures of a positive classroom climate include:

a recognition by students that the teacher treats them fairly and is committed to teaching them

effective classroom routines, such as the way students enter and leave and the way lessons begin and end

strategies for making learning dynamic, interesting and challenging

a concern that students should feel secure, both in terms of the physical environment and emotionally

classroom displays which support learning and are up-to-date

table and seating arrangements which are varied to suit different teaching strategies and student groupings, so enhancing the learning process

Every time students enter a classroom they respond according to their perceptions of how issues such as those above are being supported and implemented. The classroom climate is more likely to be conducive to learning if teachers:

make the most of lesson beginnings by being in the classroom before students arrive

share lesson objectives with students / support staff

move quickly into the lesson itself

make the most of lesson endings by leaving time to review what has been covered

set the scene for the next lesson

set up efficient homework routines and make this work appropriate

display all students’ work regularly

use different arrangements of furniture for different activities

over time, speak to each student individually about things that interest them

use language in a way that builds relationships and raises students’ self esteem.

Routines

Established classroom routines that students are familiar with are a common feature of effective lessons. Some effective routines are:

The teacher is waiting at the door to meet and greet the students at the very start of the lesson

The teacher ensures that the students enter the classroom in an orderly manner and asks them to quickly get their books out and get ready to learn

The teacher begins the lesson promptly by making clear the context for the lesson and its objectives in a way students understand. This conveys the expectation that students will learn something of value during the lesson

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All latecomers are challenged at some point during the lesson, on arrival students settle to task quickly

The teacher describes and explains the structure of the lesson and gives timings for various elements or tasks

The teacher shows interest in the students and the work and, as a consequence, the students engage positively with tasks, anticipating a challenge and interest

The teacher organises the time effectively so that there is an opportunity at the end of the lesson for a plenary, which includes a period of reflection on what was learned. Students understand the importance of this to their learning

The teacher gives high status to the importance of homework by giving the necessary amount of time to introduce it and to give the students a chance to ask questions and to check their understanding

The teacher controls how students leave the lesson, so that departure is orderly. Beginnings and Endings

The importance of lesson beginnings and ends cannot be overemphasised. When planning lessons consider how you will make the most of the beginnings and ends of lessons. You can use a number of simple tactics to start your lessons more productively:

Be at the door to meet and greet students as they arrive. Be welcoming and positive. Smile at all of them, even ones you regard as difficult or uncooperative

Engage the class in the first minute with something about today’s lesson, or something positive and memorable from the last one. Alternatively, use a stimulating starter activity

With the potential for learning at its greatest, the lesson beginning is the crucial moment during which to emphasise what you want all students to learn and why. Have the lesson objectives written on the board and clearly and quickly identify the expected learning outcomes using language with which the students can easily engage

Get straight into the lesson leaving the register and collecting of homework until later

There are some simple tactics you can use for more organised and productive endings to the lesson:

End early. Don’t try to cover too much and leave up to 10 minutes to finish the lesson properly

Use the last part of the lesson for a plenary – group or individual reflection on what has been learned

Ask students to identify two or three key points they have learned from the lesson – reviewing these key points could be part of the homework routine

Set the scene for the following lesson

Have clear routines for an organised departure and have some way of saying goodbye and thanking students for a good lesson.

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The Physical Environment

The physical environment has a significant impact on how students feel about their learning. In effective classrooms, teachers work at creating a room where it is evident that learning is its purpose. When students enter the room they are given clear messages about the importance of learning and about what is expected of them; notices and displays reinforce these points. The furniture need not always be in the same place but it is organised to help them learn. Research has shown that an important component of the classroom climate is the quality of the display. Display is intended mainly to support learning but it can also reflect the teacher’s enthusiasm for their subject and make a dull classroom attractive and exciting. Displays can provide information such as key words or key facts, reinforce good habits through the use of key questions or stimulate curiosity, by offering new information, a puzzle or a challenge. Language for Learning

What teachers say and how it is said has a significant impact on students. This influences how students perceive the relationship between themselves and the teacher, which in turn affects their commitment to learning. It is the way that teachers show their commitment to the principles of respect, fairness, challenge, support and security. The types of language that teachers can use to influence students’ motivation and learning are:

The language of success – give students the message that you have confidence in them and their abilities

The language of hope – encourage students to adopt the attitude I can do it and I need some help

The language of possibility – students often put limits on what they think is possible, believing in some way a task or subject is beyond their capability. By careful choice of language, teachers can create a climate of greater possibility which will influence students’ views of themselves

Remove the language of failure – try to avoid telling students they are wrong. As well as being demotivating it does not encourage students to see mistakes as a vital part of learning.

Use no-blame culture – avoid appearing to blame students for their lack of learning. Uses phrases such as when you finish, I know you can, which part didn’t I explain well enough, what do we need to remember here? Etc

The following strategies can also help to create a better climate for learning:

Smile often. It promotes confidence

Use open and welcoming body language

Although you cannot speak to every student individually every lesson, over time try to notice and say something positive about each of them

Make eye contact with students, especially as they are answering questions

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Use polite language to model the tone of responses you expect

Try to keep your voice pitched low and avoid shouting

Try to use praise, frequently but not indiscriminately. Reward progress and achievement of targets. Students will value the praise if it is clear that it is deserved because of their efforts and achievements. Students in challenging classes tend to respond more positively to praise given to them directly

Encourage students to be supportive of each other, to listen and respond with respect

Avoid putting students on the spot – use strategies to ensure students feel safe to answer

Reviewing every lesson To develop practice it is essential to review what went well in a lesson and what may need to be developed. Below are some suggested questions you may like to ask yourself:

Was the lesson well planned with a good pace and variety of tasks and methods of working

Was work differentiated?

Was information on individual students accessed prior to the lesson – levels, SEN, Gifted and talented etc

Was it a 3 part lesson?

Did you take account of different learning styles?

Was your style of questioning differentiated, challenging, purposeful and interactive

Were routines effective?

Was the environment suitable?

Were students grouped appropriately?

Were students able to reflect on their learning?

Was the lesson delivered with motivation and variety?

Did you follow the school’s classroom management procedures?

Were any incidents of misbehaviour challenged and appropriate action taken?

Did you praise students / give out credits?

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PASTORAL TRACKING OF STUDENT PROGRESS Academic Tracking

Academic tracking cohorts and analysis of students progress to be identified and reviewed on a termly basis coinciding with the data produced for each termly report. Therefore the data gathered from the Autumn Term reports will be analysed to identify the cohort for monitoring in the subsequent Spring Term. The Spring term data for the Summer Term cohort and the Summer Term reports for the following Autumn Term cohort.

Data from the reports to be transferred into an excel document using a traffic light system. The traffic light system will have a formula with varying parameters set to take account of the VA data. In the summer term the data can be compared directly with the predicted and so therefore there is no need for set parameters. In KS4 identify from the data underachievement in English and Maths reflected by a negative or neutral VA.

The Head of Year to identify all students underachieving in 3 or more subjects. They will then cross reference this list to identify which of these students is already being supported as their underachievement has already been identified through the behaviour or attendance analysis or through SEN department.

If a student’s primary reason for underachievement is due to an attendance or behaviour issue then the student will continue to be supported through this avenue. If the student is underachieving and attendance or behaviour is not the primary reason for this then they will be supported through the academic tracking cohort.

The Head of Year to complete the analysis of this data and to complete the relevant documentation identifying the academic cohort.

The Head of Year will also produce an analysis of each cohort identifying how many students have improved whilst on the cohort.

Cohort information will be placed by Head of Year on spreadsheet on the VLE in

Pastoral area and will contain year on year information for each cohort..

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Behaviour Tracking

Each half term Head of Year to be provided with referral data for their respective year group. Data to include incident count by student, incidents by subject, involvement by behaviour, incidents by period and days of the week, involvement by ethnicity and gender, involvement by tutor group and incidents by staff member

Head of Year to analyse data and to identify a cohort of students whose behaviour is causing concern. Students to be assigned a lead member of staff from the year team who will take responsibility for that student for the forthcoming half term. This will include regularly meeting with the student and mentoring them, meeting with the parents / carers as well as placing the student on report to monitor their progress.

Students can be placed on a Form Tutor, HOY, Senior Middle Leaders, SLT report or a Pastoral Support Plan.

At the end of each half term each Head of Year will analyse the progress of students on the cohort and will complete an analysis of each individual students progress whilst on the cohort prior to identifying their new cohort.

Each half term an overall school analysis identifying the number of students who

have improved their behaviour whilst on a cohort.

This procedure allows for earlier identification of students and placement at which level of provision. This ensures a more consistent supportive approach for students and a systematic approach for referring students for additional support and for the next stage of intervention. It is essential that at each stage every student receives positive and proactive intervention and guidance, particularly higher up the stages at IBP and PSP stages.

All staff monitoring student progress to use data provided by Sleuth, attendance

data and academic progress data to discuss any concerns with students and parents / carers.

Attendance Tracking

Every six weeks the HOY will identify the target list which will consist of all the students not achieving 96% attendance and to use a staged approach with the member of staff who will provide support. This will either be a Form Tutor or Head of Year.

The allocated worker is to support, motivate and encourage the student and parent

/ carer to improve attendance. Actions to be recorded on target list.

At the end of each week the Head of Year will monitor and ensure that all recordings are complete.

A SLT member to meet with the Head of Year to discuss the cohort and strategies to raise attendance and improve punctuality. Head of Key Stage to target students who make no improvement from Cohort to Cohort and implement procedures for improvement.

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In-depth review / analysis of attendance completed each term to include review of number of staff involved, actions taken, improvements as well as a breakdown of ethnicity, geographical residence of students, vulnerable children etc.

This procedure ensures that a variety of staff are involved within a staged approach

and that we are giving a consistent message and promoting whole school attendance and punctuality.

Punctuality Procedures

Every student that arrives late for school will be issued a 30 minute detention and a phone call will be made to parents.

Any student who receives 2 or more lates per week will receive a 1 hour detention. A meeting with parents will take place.

Students who continually arrive late for school will face further sanctions and their parents may be contacted by the Education Welfare Service.

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REFERRALS PROCEDURE

Referrals are written as the result of an inappropriate incident occurring in the classroom, (you will have already tried to address the situation in your room before referring the student) or at break or lunchtime. Referrals must also be written for information only and to make other staff aware of action already taken.

Please ensure you complete your referral as soon as possible and before the end of the working day – delays will effect the impact of the action taken. Remember it is a public document.

Referrals that do not require immediate action need to be placed in the referrals box in the staffroom. If a referral requires immediate action this needs to go straight to the Subject Leader or Head of Year.

Ensure that the basic information on the top of the Referral Form is completed and accurate and please print your name legibly.

Include the names of 2 or 3 students / staff who witnessed the incident and who could make a statement if the incident requires verification. The person actioning the referral should arrange to interview the named students – supported by another member of staff if necessary - as soon as possible. Secretarial staff may be used as scribes if necessary and available.

If the referral is being actioned by the Classroom Teacher, Form Tutor or Subject Leader

the course of action will be written up on the referral sheet and placed in the referrals box in the staffroom.

The person taking ‘ACTION’ will investigate the incident and decide upon the course of action to take and feedback within 24 hours to the member of staff by memo or verbally.

If the matter is deemed serious enough for Seclusion this must be discussed with the

Head of Year and SLT.

If the matter is deemed serious enough for fixed term exclusion this must be discussed with the Headteacher before a decision is taken. Only the Headteacher or the delegated authority can authorise a fixed term or permanent exclusion.

Form Tutors will receive updated information weekly on students, in their form, who

have received referrals.

Head of Year will receive a weekly overview of which students in their year group have received referrals.

An analysis and breakdown of referrals will be generated half-termly and distributed to

Head of Year/Subject Leader/SLT.

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GUIDELINES FOR USING DATA PROVIDED BY SLEUTH Form Tutors As provided with weekly incident accounts for individual students within their form

To use this data to discuss the incident with individual student and where necessary classroom teacher making referral.

There may also be the need to discuss concerns with parents and to place student on report to monitor progress.

When a student is receiving concerns from a variety of curriculum areas will need to discuss this with the HOY in order to take appropriate action.

Subject Leaders / Head of Year Are provided weekly with summary listing of all incidents from their curriculum area. Also each half term receive an analysis of their curriculum area identifying involvement by behaviour, incident by period, incident by day of the week, student involvement by gender, incidents by staff member, detention issued and for what reason.

To use this data to support colleagues with challenging student misbehaviour, this may involve taking retrospective action as well as using the data to initiate a proactive approach.

This will involve discussing incidents with team members and advising them on what is the appropriate action to take, discussing incidents with students, mediating between student and staff, contacting parents/having parent meetings, seating plan/ moving groups, extra work set, placing on department report, issuing a detention, isolation within department.

Using the data provided to identify potential hot spots or possibly a particular concern over a type of behaviour and putting into place a whole team approach to tackle issue. This may include identifying particular periods of the day/week and working collaboratively as a team to support each other – for example, this may involve isolating students for colleagues, team teaching or peer observation to share good practice.

Liaising with relevant HOY for support. HOY Are provided with summary list of all incidents and incident count by student for year group weekly. Also each half term receive an analysis of their year group identifying incidents by subject, involvement by behaviour, incidents by period and days of the week, involvement by ethnicity and gender, involvement by tutor group, incidents by staff member and detentions issued and for what reason.

To use this data to support colleagues with challenging student misbehaviour, this may involve taking retrospective action as well as using the data to initiate a proactive approach.

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This will involve discussing incidents with classroom teachers and Subject Leaders and advising and supporting colleagues in taking appropriate action.

This will involve discussing with Form Tutors and a year team adopting a team approach in supporting colleagues and challenging student misbehaviour.

To challenge concerns with student, mediating between student and colleagues,

liaising with parents, issuing detentions, placing student on report, IBPs and exclusions.

To identify concerns with individual students as well as with types of behaviour and to take a proactive action by liaising with colleagues to establish targeted intervention.

To use the data available from Sleuth to discuss concerns with parents.

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BEHAVIOUR INCIDENT (SLEUTH) REPORT FORM Name Form Date

Period Before School

Reg AM

1 2 Break 3 4 Lunch 5 Reg PM

After School

Location Classroom Not Specified

Corridor Dining Area

Playground LRC PE Off Site

Assembly Buses Toilets

Subject LSA in class Yes No

Cover Lesson Yes No

Arguing with staff Bullying Disturbing others Fighting/Hitting another

student

Inappropriate body language towards teacher

Inappropriately dressed No Passport/Equipment Lack of work/homework

Misuse/Abuse of equipment

More than 5 mins late to lesson

Out of seat Possession of illegal substance/offensive weapon

Racist remarks Refusal to follow instructions

Sexualised behaviour/remarks

Truancy

Vandalism/ Graffiti

Verbal abuse of staff Violent or Threatening behaviour to staff

Other

ACTION TAKEN Stage 1 – Class Teacher

Breaktime / Lunch Detention

After school 10 min detention

After school detention: 30 min Date:

Parents contacted

Spoken to about Conduct

Referred to Subject Leader – Stage 2

Stage 2 – Subject Leader

Parents contacted

Spoken to about Conduct

After school detention: 30 min Date:

After School detention: 60 min Date:

Referred to YT/ SENCO – Stage 3

Stage 3 - Referred to YT/ SENCO

Breaktime/ Lunch Detention

After school 10 min detention

After school detention: 30 min Date:

After School detention: 60 min Date:

Parents contacted

Spoken to about Conduct

Seclusion Date:

Exclusion (Days) Referred To SLT – Stage 4

Stage 4 – Referred to SLT

Breaktime/ Lunch Detention

After school 10 min detention

Seclusion Date:

After school detention: 30 min Date:

After School detention: 60 min Date:

Exclusion (Days)

Parents contacted

Spoken to about Conduct

Signed off / entered Date

YT seen Date

Please place further information overleaf

Staff Time

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REWARDS There will be many opportunities for students to receive a ‘reward’:

Academic

Pastoral

Literacy

Citizenship

Headteacher Award

All rewards (merits) will be recorded on a merit board which will be displayed in each Form Room. The merits will ‘add up’ so that students can achieve:

Bronze certificate

Merit reward pen

Silver certificate

Reward pencil case

Gold Certificate

Reward pen set There will be a further opportunity to reduce the costs of end of year trips depending on the number of rewards achieved. For students who achieve 100% attendance/punctuality and no referrals there will be a reward trip at the end of each term.

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How to gain Academic Merits

Outstanding presentation of work and homework

Making a positive contribution in lessons Exceptional effort in a lesson

Showing leadership skills

Achieving your individual target grade

Completing all of your homework in a half term

How do Merits add up?

Each time you get a Merit, it is recorded in your Passport to Success on your “Record of Merits” page

Every week, this gets put onto the School Database and Form Notice Board- you will see your Merits grow as you continue to succeed

Every milestone earns you a reward

10 Merits = Bronze Certificate

20 Merits = Merit Reward Pen

30 Merits = Silver Certificate

40 Merits= Perry Beeches Reward Pencil Case

50 Merits = Gold Certificate

60 Merits = Perry Beeches Reward Pen Set

At any point, you can earn a Headteacher’s Award by making an outstanding contribution or exceptional progress.

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PPAASSTTOORRAALL RREEWWAARRDDSS

Each week, every student that gains 100% attendance, 100% punctuality and no referrals will receive a merit from their Form Tutor. These add up on your “Records of Merits” pages of your Passport to Success and go towards your rewards total on the school database and on the merit chart in your form room. If a student maintains this throughout the term, they will be eligible for the end of term reward trip or Disco!

DDOONN’’TT FFOORRGGEETT……

As well as these individual rewards, your Head of Year will announce which Form Group has had the best attendance and punctuality each week and which form group has managed to get through the week with the least amount of referrals. This will be recognised at the end of each term in a Presentation Assembly, where you will also be rewarded by individual Subject Areas and your Form Tutors if you have made exceptional progress or an outstanding contribution over the term

And….at the end of the year, if you have made it through with 100% attendance, punctuality and no referrals- you may even get

a discount towards “Our Day Out”

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LLIITTEERRAACCYY RREEWWAARRDDSS SSYYSSTTEEMM

How to gain Literacy Merits

You gain literacy merits by including any of the ‘Words of the week’ in your work.

You can only earn one literacy merit per lesson, regardless of how many ‘Words of the week’ you use.

How do merits add up?

Each time you use a ‘Word of the week’ and receive a merit, it is recorded in your Passport to Success on your “Literacy Merit” page.

Every week you add these to your merits total for your Form Tutor to record.

Each fortnight the ‘Literacy Leader’ in your form will record the amount of Literacy Merits you have.

The amount of Literacy Merits you gain can earn you prizes and even a praise postcard home.

15 Literacy Merits = Praise postcard

Most Literacy Merits in your form = ???

Most Literacy Merits in your year group = ???

Including complex vocabulary in your work will not only gain you merits and prizes, but help you achieve a higher level/grade!

Words of the week