The Hathershaw College

The Hathershaw College - Academy Trust

VLEEmailParentPayTwitter
Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College Life at The Hathershaw College

Behaviour & Anti-Bullying Policy

 

1.0 Values & principles

At The Hathershaw College we believe in providing a complete education for our students.  Examination results and academic success are very important to us; so too is the behavioural, emotional and social development of our students.  We believe that positive behaviour is the foundation of an effective learning environment and we aim to ensure that all students demonstrate these important skills in order to achieve their academic potential and to develop fully as individuals. 

The behaviour of our students is the responsibility of every adult in our College and we work together as a team towards our goal that ‘Together we succeed’. The Hathershaw College is committed to ensuring that students remain in college throughout their education and all adults are empowered to take action when pupils do not follow the clear guidance given to them and the progress of other individuals is affected.

The guidance in this document is provided to ensure that a consistent and fair approach is taken by all adults when managing behaviour.

 

1.1 Aims

 This policy is designed to ensure that:

  • All governors, teachers and support staff have a clear and consistent approach towards behaviour management, including anti-bullying strategies
  • All governors, teachers and support staff are aware of the support and intervention in place to modify student behaviour
  • All students understand our behaviour/anti-bullying expectations
  • All students are clear about the consequences of poor behaviour
  • All students are rewarded for positive behaviour
  • All parents/carers are clear about the expectations of The Hathershaw College.

 

1.2 Expectations

1.2aThe Hathershaw Way 

These are the four rules that students should all follow to make the College a safer and happier place for learning. These are referenced in every classroom of the college and are clear for students to understand:

 

The Hathershaw Way H4 Speak respectfully by…

  • Speaking politely to others
  • Thinking before you speak
  • Keeping quiet if you have nothing pleasant to say
  • Keeping ‘street language’ out of the College
     

The Hathershaw Way H4 Behave respectfully by…

  • Doing as you are asked by staff without argument
  • Listening carefully and following instructions
  • Wearing your uniform properly and with pride
  • Walking calmly around the building and keeping to the left on corridors
  • Treating others as you would like to be treated
  • Never using social media in a way that could create problems in the College
  • Never bullying any other student
     

The Hathershaw Way H4 Respect the school environment by…

  • Putting rubbish in bins – in and out of the classroom
  • Looking after and having pride in your College and its equipment
  • Keeping chewing gum out of the College
  • Keeping any form of cigarette out of the College
     

The Hathershaw Way H4 Have respect for your own learning by…

  • Trying to do your best at all times
  • Valuing and celebrating success
  • Being on time to school and lessons
  • Bringing the correct equipment, including your PE kit
  • Doing your homework on time
  • Asking for help if you need it
  • Not using your mobile phone in lessons unless asked to do so
  • Not drinking fizzy drinks before or at any time during the school day

 

1.2b The 3 R's

Responsible, Respectful, Ready to learn

At The Hathershaw College, in line with The Pinnacle Learning Trust and our partnership with the Oldham Sixth Form College, we encourage our learners to be:

1. Responsible

2. Respectful and

3. Ready to Learn

Examples of these expectations are below:

Responsible

Respectful

Ready to learn

Arrive on time to the lesson 

Avoid distractions or distracting others from learning 

Looking after and having pride in your College and its equipment

Do not talk when the teacher is speaking 

Follow teacher’s instructions first time 

Accepting the decisions made by adults

Have your equipment ready e.g. pen, ruler and PE kit 

Listening carefully and focus on learning

Complete all work set to the best of your ability

 

1.2c Expectations of parents/carers 

Parents/carers are expected to support staff at The Hathershaw College by:

  • Attending meetings arranged for their child
  • Answering phone calls/responding to messages regarding their child
  • Supporting the sanctions implemented by the College
  • Supporting the strategic interventions implemented by the College 

 

 

1.3 Procedures

1.3a Managing behaviour in lessons

A. Class teacher

(i) Sanctions

  • Teacher issues a warning to student (W1 - name on board). NO SIMS entry required.

  • Teacher issues final warning to student (W2 - Tick next to name). NO SIMS entry required.

  • Teacher exits individual student to exit partner. SIMS entry required. Teacher to log the behaviour leading to the exit.

 

After the first exit of a student

Teacher to ensure that they discuss behaviour issue with the student and if appropriate, issue a sanction before the next lesson with that individual (Restorative Justice Approach)

 

(ii) Strategies for class teachers:

  • Phone calls home
  • Parent/carer meetings
  • Amended seating plans
  • Detentions: Students may be detained for a maximum of 10 minutes at break and lunch. Longer detentions (up to 1 hour maximum) can take place after school. Schools don’t have to give parents/carers notice of after-school detentions or tell them why a detention has been given.  However, it is good practice to inform parents/carers and to use this as an opportunity to discuss this behaviour and to request their support.
  • Positive praise: Phone calls | Postcards | Epraise rewards | Praise/motivation report

 

 

B. Curriculum Leader

In response to the Curriculum Behaviour dashboard/class teacher referral form, the Curriculum Leader is to provide faculty intervention which MAY be in the form of:

  • Phone calls home
  • Letters home
  • Further parent/carer meetings
  • Faculty report
  • Faculty detentions
  • Restorative Justice conversations between the student/class teacher
  • Placing students into alternative class groups (temporary/permanent)
  • Referral to SLT faculty link where concerns are ongoing

 

C. Pastoral Team

In response to the Pastoral Behaviour dashboard and/or staff referrals, the Year Manager is to provide support by facilitating:

  • Collection of students for after school detentions
  • Restorative Justice conversations between the student/class teacher
  • Parent/carer meetings
  • A Year Manager report (where appropriate)

 

Year manager may refer a student for:

  • Counselling
  • Anger Management
  • Youth Offending Team intervention
  • OASIS
  • Early Help intervention (through the Student Services Manager)
  • Healthy Young Minds (through the School Nurse)
  • A Pastoral Strategy Group

 

Year manager is to maintain records:

  • SIMS (under ‘Behaviour’ and ‘Initiatives’)
  • Written statements of incidents (where applicable)
  • Record of referrals made to external agencies
  • Report cards issued
  • Any relevant parent/carer contact

 Year Manager to refer to SLT link where concerns remain about a student

 

D. Senior Leadership Team (SLT)/Governors

SLT Link to offer support to the Curriculum Leaders/Year Managers by providing alternative intervention strategies. This will often involve the creation of a Pastoral Support Plan (see Appendix 1). Strategies may include:

  • SLT meeting with parent/carer
  • Issuing SLT report (see Appendix 2)
  • Referral to the Right Choice Centre (RCC)
  • Issuing a Disciplinary Placements
  • Issuing a Fixed Term Exclusion (FTE)
  • Placing student on a Managed Move
  • Referring student to a Governors Disciplinary panel
  • Exploring a reduced timetable/Alternative Provision
  • Permanent exclusions recommended to Governors

 

1.3b Managing out-of-class behaviour

  • Staff are deployed in key areas of the school every break/lunchtime, on lesson transition and before/after school
  • Student Ambassadors in year 10 and 11 support lunchtime supervision in key areas of the school
  • Lunchtime activities are provided in the main hall to encourage positive behaviour of students and to engage students in healthy competition
  • Behaviour expectations displays around school promoting ‘The Hathershaw Way’ and ‘The 3 R’s’
  • Expectations assemblies
  • Safeguarding displays signposting key staff
  • Anti-bullying displays around school encouraging students to ‘spot the signs’ of bullying
  • Students are aware of the presence of CCTV in all public areas of the school

 

1.4 Anti-Bullying 

1.4a Bullying definition

There is no legal definition, however, according to the DfE, bullying is defined as behaviour that is:

  • repeated
  • intended to hurt someone either physically or emotionally
  • often aimed at certain groups, for example because of race, religion, gender or sexual orientation 

 

1.4b Types of bullying 

Types of bullying include: 

  • Emotional – e.g. tormenting, being unfriendly, name calling, insulting, excluding
  • Physical – threats of/the direct use of physical violence e.g. pushing, kicking, hitting, punching, theft
  • Protected characteristics – e.g. age, sex, sexual orientation, gender, disability, race, religion,
  • Verbal – e.g. name-calling, teasing, spreading rumours, sarcasm, threats
  • Electronic – Any type of bullying relating to the use of digital technology e.g. Cyberbullying. This may take place on or away from school premises e.g. mobile phone texts/calls, instant messaging/social media, emails, internet chat rooms etc. 

 

1.4c Recognising bullying 

Signs and symptoms may include a young person: 

  • Becoming withdrawn and anxious
  • Lacking in confidence
  • Being frequently upset/agitated
  • Claiming to feel/feeling unwell, especially first thing in the morning
  • Beginning to/performing poorly in school
  • Not wanting to walk to school or to leave the house on evenings/weekends
  • Not wanting to attend school
  • Truanting lessons
  • Having broken sleep/frequent nightmares
  • Becoming uncharacteristically aggressive, disruptive or unreasonable including bullying other children/siblings
  • Having unexplained cuts or bruises
  • Frequently asking for additional money for school
  • Frequently arriving home hungry having not eaten at school
  • Arriving home with torn clothes/books or missing possessions
  • Not wanting to talk about school or anything else
  • Refusing to eat
  • Self-harming/self-injury 

 

1.4d Implications of bullying 

Many of the outward signs of bullying can be the same as other indicators of abuse.  If unchecked: 

  • Bullying can have long-term effects on victims which may extend into their adult lives
  • Victims of bullying may go on to bully younger/more vulnerable students
  • Bullying behaviour is perceived by other students as an acceptable ‘part of growing up’

 

1.4e Raising awareness of bullying 

The Hathershaw College takes a proactive stance to raising the awareness about bullying. This is done through a range of strategies including:

  • Anti-bullying Assemblies
  • ‘Hathershaw Against Hate Crime’ student group
  • Citizenship lessons
  • Anti-bullying displays
  • School Council involvement
  • Student Ambassador training
  • Restorative Justice
  • Resilience-style workshops for pupils
  • Parent information, advice and guidance
  • Staff CPD

 

1.4f Investigating allegations of bullying

Bullying of any type will not be tolerated at The Hathershaw College. All allegations of bullying will be:

  • Taken seriously
  • Dealt with consistently
  • Thoroughly investigated: Written statements from the victim, followed by the alleged perpetrator and any witnesses. CCTV footage to be examined, if available.
  • Reported to a member of SLT
  • Responded to in a timely manner
  • Clearly communicated to all involved including parents/carers of the victim/alleged perpetrator
  • Recorded accurately (see 1.4i)

 

1.4g Disciplinary action

After careful consideration of the evidence, appropriate disciplinary action will be taken where bullying is identified. Disciplinary action for the perpetrator may include:

  • Exclusion from social time
  • After-school detentions
  • Placement on a school report
  • A Right Choice Centre referral
  • A Disciplinary placement
  • A Managed Move
  • Supportive Transfer
  • A Fixed Term/Permanent Exclusion

 

1.4h Strategic intervention 

  • A Pastoral Strategy Group may be held to discuss intervention for the perpetrator in order to modify the behaviour
  • A Pastoral Support Plan (see section 1.3) may be developed to ensure all staff are aware of these strategies 

 

1.4i Recording bullying 

  • The Year Manager will keep a record of written statements from the alleged perpetrator(s), victim(s) and any witness(es).
  • Where bullying is identified the incident is to be recorded on SIMS under the ‘behaviour type’ of ‘Bullying’
  • A Notification of Hate Incidents and Bullying (NOHIB) is to be made to the Local Authority by the Pastoral Admin Assistant. 

 

1.4j Supporting the victim(s) of bullying 

A range of strategies will be used to support the victim(s) of bullying in order to help them to build their resilience: 

  • Restorative justice between the bully and victim
  • Mentoring and coaching by an appropriate member of staff
  • Follow-up phone call after 2 weeks to parents/carers to monitor the wellbeing of the student
  • School counselling
  • External counselling
  • Referral to a variety of resilience-building programmes delivered by external agencies

 

 

1.5 Rewards

The reward system at The Hathershaw College aims to promote success and achievement across the college.  There are two aspects to the rewards system at The Hathershaw College:

  • Epraise - All staff have the ability to reward students using our online rewards system.  Rewards are issued for following The Hathershaw Way.  Students have the potential to earn thousands of Epraise points each year, which can then be spent on a variety of items from our online shop, including Amazon / All4one gift cards or can be used for money off college trips/the y11 prom and can also be donated to charity.

  • Rewards Assemblies - Students are rewarded every term in assemblies.  Reward certificates are based on effort/behaviour and academic success, Literacy/the Accelerated Reader programme and there are prize draws for 100% attendance and punctuality.  On occasion, students will also receive ‘golden tickets’ in lessons so that they can enter into special one-off prize draws.

  • Faculty rewards - Students are issued post cards home to celebrate academic success.

  • Pastoral rewards - Year Managers choose 4 students per week to issue a ‘Student of the week’ certificate to.  This is presented by a member of SLT and celebrated on the college website and with parents. Year Managers also send positive praise postcards home.

  • Attendance rewards - Each week, the tutor group with the highest attendance in each family group is issued a weekly reward. 

Success is also celebrated in an annual rewards ceremony at the Queen Elizabeth Hall where students are nominated for prizes/commendations in all curriculum areas and in extra-curricular/community activities.

 

1.6 References

For further information, please also refer to the: 

  • Attendance policy
  • Safeguarding policy

 

Download

To download this document, please click below.

PDF icon School Behaviour Policy 2017/18