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School Behaviour Policy

 

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’. 

 

Aims

 This policy is designed to ensure that:

  • All adults have a clear and consistent approach towards behaviour management

  • All students are clear about what is expected of them (The Hathershaw Way) and of the consequences of their actions

  • All students are rewarded for their successes and for ‘getting it right’

  • All parents are clear on the expectations of the The Hathershaw Way

To compliment this policy, please also refer to the:

  • Attendance policy

  • Safeguarding policy

All of these policies make clear statements to staff regarding agreed procedure and to students regarding the boundaries of acceptable behaviour.

When pupils do not follow the clear guidance given to them and the progress of other individuals is affected, all staff are empowered to take appropriate action aimed at improving the situation. The guidance in this document is provided to ensure that students are fully aware of the consequences of their actions, and that a consistent and fair approach is taken by all staff.

 

Rewarding success

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 half-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.  In ALL assemblies throughout the year, 1 student per family is selected for a library award.

  • 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.

  • 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.

 

Dealing with problems which may lead to underachievement in the classroom

A. Class teacher 

  • Teacher issues a warning to student (W1)

  • Teacher issues final warning to student (W2)

  • Teacher exits individual student to exit partner

  • Teacher logs exit on SIMS

 

First exit of a student

Teacher to ensure that they discuss behaviour with the student before their next lesson with that individual

Second exit of the same student

Student referred to the Curriculum Leader for faculty intervention.

 

B. Curriculum Leader

In response to the Curriculum Behaviour dashboard, the Curriculum Leader provides faculty intervention which MAY be in the form of parental contact via a letter/phone call, issuing faculty reports, placing students into an alternative class groups, informing form tutors/year managers of concerns etc. Referral to pastoral team/SLT faculty link where problems persist.

 

C. Pastoral Team

  • To analyse the Pastoral Behaviour dashboard to identify repeat exits, hot spot lessons and students with multiple exits

  • To provide support for teaching staff/Curriculum Leaders when a student is;

- Misbehaving in lessons

- Exited from lessons

- Required to stay behind after school for revision, catch-up, detention etc.

  • To support teachers when contact home is necessary

  • To refer students to SLT link when appropriate

  • To issue college reports etc.

  • Referral to SLT link where problems persist 

 

D. SLT/Governors 

  • SLT Curriculum Link to offer support to the Curriculum Leaders/ Year Managers in providing further alternative intervention

  • Students referred to RCC

  • Disciplinary placements

  • Students issued FTE’s

  • Alternative Provision arranged if appropriate

  • Managed Moves arranged if appropriate

  • Governors behaviour panels

  • Permanent exclusions recommended to Governors

 

The 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

 

A. Procedures for the class teacher

 

THE EXIT SYSTEM

When students behave inappropriately in lessons, the teacher is to issue: 

 

1. An initial warning (name written on the board)


2. A final warning (tick next to name)


3. Student to be exited to exit partner


4. Exit to be completed on SIMS


Where a student has had their first exit from a particular lesson, there is to be a resolution with the class teacher. Where a student has had their second exit from a particular lesson OR there are ongoing concerns regarding an individual student, the class teacher is to refer the student to the Curriculum Leader.


I. Students may be detained by a class teacher for a maximum of 10 minutes at break and lunch. Longer detentions (up to 1 hour maximum) can only take place (a) after school and (b) require parental consent.

II. If a student fails to attend a detention OR there is a continuation of poor behaviour, this may result in: 

  • other relevant staff being informed of concerns e.g. Form tutor/Year Manager

  • contact home via faculty letter/phone call

  • Students to attend ‘lost learning’ sessions after school to catch up on missing classwork (collected by a member of the Pastoral Team)

  • Temporary removal of students from certain class groups (where appropriate), changing of seating plans, utilising additional AOTT support where available (e.g. LSA’s, RCC manager) etc.

 

B. Procedures for the Curriculum Leader

 

FACULTY INTERVENTION 

Faculty intervention to take place to include phone calls/letters home and faculty reports being issued;

  • Where concerns are only apparent in one particular lesson/subject area (as referenced in the weekly Behaviour Dashboard) the student is to be referred back to the Curriculum Leader for further faculty intervention

  • Where it is found that there are concerns across a variety of subject areas, a student is to be issued a College report by their Year Manager

Where there are ongoing concerns about a student across a variety of subject areas despite the above, the Year Manager is to refer the student to the SLT link to provide further intervention.

 

C. Procedures for the Pastoral Team 

 

The Pastoral Team are to hold caseloads relevant to their Year Group. Methods or early intervention include; 

  • Parent/guardian meetings and home-school agreements

  • Student placed on a College report to be monitored daily. This is a process that is monitored by the Year Manager

  • Restorative Practice involving Student Ambassador teams challenging the behaviour of other students

  • In-house counselling/anger management sessions provided where appropriate

  • After school Right Choice Centre programmes

  • Requests for additional LSA deployment where appropriate

  • Key worker/mentor to work with challenging cohorts.

 

The pastoral team are also to use external support for students whose behaviour needs to improve:

  • Connexions Service;

  • Youth Offending Team

  • Young Minds

  • Kingsland Step-Out programme

  • Positive Steps: Youth Justice System

 

Recording intervention/communication:

  • The college maintains appropriate records on the use of referrals

  • The college ensures that all relevant staff are informed in full of the outcome of any referral

  • The college ensures that all behaviour issues are discussed with parents/carers and expects this support to be provided on all occasions

It is anticipated that all form tutors will be informed of any relevant information regarding members of their tutor group. Tutors may then wish to mentor these students as an alternative form of intervention.

Pastoral team to refer students to SLT where further intervention is needed.

 

D. Procedures for SLT/Governors 

Where concerns are ongoing or there has been a one-off serious incident, a student may be referred to SLT. It is anticipated that where concerns are ongoing, only a Curriculum Leader or Learning Manager will make these referrals. In the case of a one-off serious incident, students may be referred to SLT by ANY member of staff:

SLT intervention for students causing ongoing concerns may include:

  • Parental meetings to discuss alternative intervention/strategies

  • Student placed on report to member of SLT

  • Student placed on a reduced timetable

  • Student placed on an alternative provision
  • Step Out programme arranged for students at risk of permanent exclusion
  • Managed Move

 

SLT intervention for students after a one-off serious incident may include:

  • Student referred to the RCC for a period of isolation

  • Students referred for disciplinary placements

  • Student issued Fixed Term Exclusion where appropriate

  • Student given alternative provision for part/all of their timetable
  • Student given a managed move to another LA school/academy
  • Student referred to governors behaviour panel
  • Student issued a Permanent exclusion where appropriate

 

The Hathershaw College is committed to ensuring that students remain in college throughout their education. Where possible, Hathershaw College will use the RCC as a strategic form of intervention, as opposed to issuing Fixed Term Exclusions. Students receive a referral for the RCC for any form of behaviour that goes against The Hathershaw Way. Referrals to the RCC are to be made by members of SLT only. Referrals may be for misbehaviour during lesson time, in public areas of the college or outside of college.

 

 

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