Behaviour For Learning Policy

Behaviour for Learning Policy –Blessed John Henry Newman Roman Catholic College

‘We strive to have the courage to celebrate and live our Christian faith in love and service to all others, to achieve dignity and excellence’

Behaviour for Learning Policyand Handbook for Staff

We monitor the impact of all policies on pupils, staff, parents and governors with particular reference to the impact on the attainment and well-being of pupils.
As a Roman Catholic College we believe that our policy should reflect our mission statement, which calls us to love and honour the dignity of every individual.

‘Students show much pride in their school. Behaviour is good and sometimes outstanding. They are keen to learn and settle to work quickly. They feel safe and speak highly of the adults who work with them.’ – OFSTED 2014

Behaviour for Learning (BfL) Policy

1. Rationale

• To provide a consistent and systematic framework for managing behaviour in order to ensure that all learners at Newman College have the opportunity to achieve ‘Dignity and Excellence.’
• To promote a positive climate for learning in every classroom, around the college site as well as travelling to and from college.
• To clarify roles of those involved in developing and maintaining high standards of behaviour.
• To outline protocols for rewards and sanctions.
• To outline the college Chance/Choice/Consequence and escalation of response approach to managing behaviour in the classroom.
• To empower all staff to manage BfL effectively.

2. Celebrating Success

Key Principles:

Rewards, praise and encouragement are amongst the most powerful aids to teaching, learning, maintaining high standards of behaviour and fostering a positive school ethos. A college community built on the foundation of rewards will be far more successful, motivating and inspiring than one driven by consequences.

Process:

It is the duty of all staff to expect all students to do the right thing in all aspects of college life and in turn reward them for doing so consistently. Rewards should not be limited to behaviour but encompass a far wider remit including:
– Behaviour
– Achievement
– Learning and progress
– Effort
– Uniform
– Attendance and punctuality
– Citizenship

Types of rewards to be issued should include:
– Verbal praise
– Written praise in books and planners
– Phone calls/postcards/letters/text messages sent to home
– Certificates
– Achievement points on SIMS
– VIVOs

Rewards assemblies will be held once per academic half term. Students are rewarded for achievement, effort, progress, attendance and average ATL. Students are rewarded with achievement certificates and VIVOs.

Rewards trips are held termly. Students who meet the necessary criteria in terms of their attendance and attitude to learning will be invited to attend these reward trips.

3. Sanctions and Consequences

Key Principles:

‘Behaviour for Learning’ is about enabling pupils to manage their own behaviour effectively in order to learn, achieve and make a positive contribution to the wider college community.
Sanctions and consequences have a part to play in reinforcing boundaries on what are expected standards of behaviour, however, if we are promoting a positive climate of reward then there should be an infrequent need to apply these for the majority of our students.

In line with the College’s inclusion agenda it is acknowledged that some students may need additional short or long term additional support to encourage them to make positive choices with regard to their behaviour.

Types of Sanctions and Consequences:

The college has a range of consequences and sanctions that can be imposed according to individual situations which are as follows:
– Verbal reprimand
– Behaviour points recorded on SIMS
– Report systems
– Detentions
– IEC (Internal Exclusion Centre)
– Letters home
– Parental meetings
– Pastoral Support Programs
– Short term removal from lessons (with another member of Faculty or Senior Leadership)
– Enforced Placement
– Fixed Term Exclusion
– Managed Move
– Targeted Curriculum
– Permanent Exclusion

Escalation of Response: Chance, Choice, Consequence

All teachers at Newman College are required to adopt the ‘Chance, Choice, Consequence’ system in order to manage behaviour of pupils in their classrooms. This system ensures consistency in how behaviour is managed across all faculties within the college. The Chance, Choice, Consequence system is outlined in Appendix A.

Any student who presents with abusive behaviour or present a danger to themselves or others must be escalated more quickly through the CCC system. In the event of such an incident the class teacher must send for on call immediately, summon help from any available staff in the vicinity and the student will be removed and the incident dealt with by the Pastoral Team Manager or a member of the Senior Leadership Team.

Logging Behaviour Points on SIMs:
All behaviour issues need to be logged on SIMS so that Form Tutors, Pastoral Co-ordinators and Year Leaders are able to use this behaviour data to monitor standards within their year group. If a sanction is imposed because a student’s behaviour falls below that expected (inside and outside the classroom) then staff must ensure that incidents are logged as soon as possible but within 24 hours.

SIMS Behaviour Reports:
These will be generated every Friday and issued to SLT, Year Leaders, Directors of Learning, Pastoral Team Manager and Pastoral Co-ordinators. Relevant data will be sent to Form Tutors for action as required.

In response to the monitoring of SIMS behaviour data pastoral staff must use the following responses in addition to any other sanctions that may have been put in place.

Number of SIMS behaviour incidents accruedMinimum ResponseResponsibility
0Praise letter to be sent home to parents (each half term)Pastoral Co-ordinator
5Form tutor to phone home and raise concern.

Phone call home to be logged as an intervention on SIMS.

Form Tutor
10Form tutor to place student on report card in SIMS.

To be monitored daily. Reviewed after 2 weeks. Student needs to be taken off report in SIMS if improvement evident. If no improvement report to continue.

Form Tutor
20Form tutor to arrange parental meeting to discuss behaviour concerns. Parental meeting record to be completed and attached to link documents in SIMS.Form Tutor
30Behaviour monitoring to move from Form Tutor to Pastoral Co-ordinator. Pastoral Co-ordinator to meet with student to discuss behaviour. One day placement in the IEC for completion of ‘Reflection’ program. Parents to be informed.Pastoral Co-ordinator
40Pastoral Co-ordinator to place student on report for 2 weeks. Monitored daily. Two week report. Reviewed after 2 weeks. Student needs to be taken off report in SIMS if improvement evident. If no improvement report to continue.Pastoral Co-ordinator
50Pastoral Co-ordinator to arrange parental meeting to discuss behaviour concerns. Parental meeting record to be completed and attached to link documents in SIMS.Pastoral Co-ordinator
60Behaviour monitoring to move from Pastoral Co-ordinator to Year Leader. Year Leader to meet with student. Student to be placed into IEC for 3 days to undertake ‘Positive Choices’ program.Year Leader
70Year Leader and Pastoral Co-ordinator meet with parents to set up PSP (Pastoral Support Program). Clear targets for improvements to be agreed and appropriate timeframe.Year Leader
80 +When a student accrues more than 80 behaviour points the nature of the actions to be taken will be personalised to the individual student but will include some or all of the following responses:
  • Enforced placement
  • Placement into Targeted Curriculum
  • Alternative Provision
  • Fixed Term Exclusion and reintegration meeting
  • Managed Move
  • Governor’s Discipline Committee
  • Permanent Exclusion
Year Leader

Pastoral Team Manager

Assistant Headteacher

Deputy Headteacher

Headteacher

Governors

Each academic year the behaviour points should be refreshed and students should be given the opportunity to have a ‘fresh start.’ However, students who achieved more than 70 points in the previous academic year should not be allowed to misbehave in the same way the following year. The following responses will be put in place for these students:

Number of incidentsMinimum ResponseResponsibility
5Form tutor to phone home to raise concern. Phone call logged as an intervention on SIMS.Form Tutor
10Form Tutor to place student on report card in SIMS. To be monitored daily. Two week report. Reviewed after 2 weeks. Student needs to be taken off report in SIMS if improvement evident. If no improvement report to continue.Form Tutor
15Behaviour monitoring to move from Form Tutor to Pastoral Co-ordinator. Pastoral Co-ordinator to meet with student to discuss behaviour. One day placement in the IEC for ‘Reflection’ program. Parents to be informed.Pastoral Co-ordinator
20Pastoral Co-ordinator to arrange parental meeting to discuss behaviour concerns. Parental meeting record to be completed and attached to link documents in SIMS.Pastoral Co-ordinator
30Behaviour monitoring to move from Pastoral Co-ordinator to Year Leader. Year Leader to meet with student. Student to be placed into IEC for 3 days to undertake ‘Positive Choices’ program.Year Leader
40Year Leader and Pastoral Co-ordinator meet with parents to set up PSP (Pastoral Support Program). Clear targets for improvements to be agreed and appropriate timeframe.Year Leader
50When a student accrues more than 50 behaviour points the students and parents will appear before a Governor’s Discipline Committee. Following this the following responses may be implemented:
  • Enforced placement
  • Placement into Targeted Curriculum
  • Alternative Provision
  • Fixed Term Exclusion and reintegration meeting
  • Managed Move
  • Permanent Exclusion
Year Leader

Pastoral Team Manager

Assistant Headteacher

Deputy Headteacher

Headteacher

Governors

Reports in SIMS:
Students are placed on report in response to the number of behaviour points accrued in SIMS or in response to a one off behaviour incident. Reports are completed electronically on SIMS A student will appear in red and have an ‘R’ next to their name on the class register if they are on a report card. It is the responsibility of all class teachers to ensure that electronic report cards for students are completed by 3.30PM on the day they teach them. Report cards are monitored daily by Pastoral Co-ordinators and weekly by Senior Pastoral Staff. Teaching staff who do not complete report cards will be challenged by relevant senior leaders. After the agreed time frame the member of staff who has placed the student on report needs to manually remove the report card in SIMS.

Detentions:
The college implements a detention system as a response to a range of behaviour that falls below the expected standard. The college system for detentions is detailed in Appendix C. The college is legally allowed to place students in detention after school. Whilst there is no legal requirement for the college to inform parents of any detention the college will notify parents of any detention that their child is placed in occurring outside of the hours 9.00am to 3.15PM. This is to ensure the safety of all students and also so that parents and college can work together to support students in making positive choices about their future behaviour.

Internal Exclusion Centre (IEC):
It is sometimes necessary to place students in the college Internal Exclusion Centre if other sanctions have failed to modify a student’s behaviour, for repeated incidents of inappropriate behaviour or for a serious isolated behaviour incident. Students can be placed into the IEC by members of the Senior Leadership Team, Directors of Learning, Year Leaders and the Pastoral Team Manager. Where practicable the placing of a student into the IEC needs to be planned in advance with parents and teaching staff notified by the IEC Manager. The IEC Manager will followed an agreed set of protocols when notifying parents of the intention to place their child into the IEC and also notify parents as relevant on completion of the placement. It will be sometimes necessary to place a student into the IEC with immediate effect whilst serious incidents are investigated and/or fixed term exclusions are arranged.
The immediate placing of a student into the IEC must be sanctioned by SLT or the Pastoral Team Manager.

Enforced Placements:
In response to repeated behaviour incidents, behaviour placements are sometimes arranged for students in another local school or college. Enforced placements are for a fixed period of time and relevant work is provided by the college for students to complete whilst they are there. Parents will be notified in advance when an enforced placement has been arranged. It is the responsibility of parents to ensure students are in attendance at the enforced placement at the relevant dates and times.

Pastoral Support Plans:
A Pastoral Support Plan (PSP) is a strategy to support students who are experiencing difficulties in modifying their behaviour to the standard expected. A Pastoral Support Plan is drawn up during a meeting led by the Year Leader with the student, parent/s and Pastoral Co-ordinator. Clear targets for improvement will be agreed within an expected timeframe. The student will be monitored throughout the PSP timeframe and parents will be kept informed of the student’s progress towards achieving their targets. The PSP document must be stored as a linked document in SIMS.

Managed Moves:
When a range of sanctions and support strategies have been implemented and a student has still not modified their behaviour to the expected standard a Managed Move arrangement may be suggested to parents. This is when another local school agrees to the student attending for a 12 week period in order for them to make a fresh start. Clear targets will be set as to what is expected of the student during the Managed Move. The student’s behaviour, attendance and engagement with learning will be monitored by the host school throughout the 12 week period with weekly reports sent to the college. The host school can terminate the Managed Move at any time should their expectations not be met by the student and the student will return to the home school. However, if the 12 week period is completed successfully the host school may agree to taking the student onto their school roll permanently. Managed Move placements must have the agreement of parents to proceed. However, should parents not agree to a Managed Move for their child, the college will ask parents to sign a document stating that a Managed Move has been offered and declined.

Governor’s Discipline Committee:
There may be occasions when it is necessary to ask students and their parents to appear before a Governor’s Discipline Committee. This will be in response to a very serious offence, repeated persistently disruptive behaviour or when a student is deemed to be at risk of possible permanent exclusion.

Fixed Term Exclusions:
Fixed term exclusions are used as a sanction for repeated inappropriate behaviour or a serious one off incident. Details of how exclusions are implemented can be found in the Newman RC College Exclusion Policy.

Permanent Exclusions:
Newman RC College is an inclusive school. However, on rare occasions the college has exhausted all possible support strategies and sanctions available to enable pupils to modify their behaviour. In some cases the college has no other option but to permanently exclude a student. Additionally, a permanent exclusion may occur in response to a serious one off behaviour incident. Further details can be found in the Exclusion Policy.

4. Reasonable Adjustments

The College is aware of the statutory requirements placed upon them to make ‘reasonable adjustments’ to practice and policy for students with a disability as per the requirements of the Equality Act 2010. The college also takes into account any special educational need that a student may have when considering responses to any behaviour incidents. In all relevant cases the college will consider each incident on an individual basis in order to determine if the incident is attributable to the student’s special educational need or disability. This will be done in liaison with the college SENCO (Special Educational Needs Co-ordinator). When necessary ‘reasonable adjustments’ will be made to how the incident is dealt with and what actions or consequences are implemented as a result.

5. Anti-Bullying Policy

Newman RC College has a zero tolerance approach to bullying of any kind. The Anti-Bullying policy clearly outlines procedures for how a student or parent can report an incident of bullying and how these will be addressed by the college.

6. Use of Reasonable Force and Physical Restraint

The college fully adheres to the DfE guidelines ‘Use of Reasonable Force: Advice for Head Teachers, staff and governing bodies.’

The term ‘reasonable force’ covers a broad range of actions that involve a degree of physical contact with the student. Reasonable force should be used as an absolute last resort when all other de-escalating, defusing and diverting techniques have been exhausted or are judged to be ineffective or inappropriate or where a student is in significant danger of harming themselves, others or property. The use of force is reasonable if it is appropriate to the consequence it is intended ie the degree of force used should be no more than is needed to achieve the desired result in safeguarding the student/s and preventing harm.

The term ‘restraint’ is typically used in extreme circumstances to prevent a pupil who is in danger of seriously harming themselves or others.

All members of school staff have a legal power to use reasonable force under section 93 of the Education Inspection Act 2006. School staff have the power to use force and lawful use of the power will provide a defence to any related criminal prosecution or legal action.

The decision on whether or not to use ‘reasonable force or physical restraint’ is down to the professional judgement of the staff member and should always depend on the individual circumstances of the incident. Any action taken by staff must be ‘reasonable in circumstance’ meaning using no more force than is necessary to achieve the desired outcome. Staff should always try to avoid acting in a way that may cause injury but in rare and extreme cases it may not always be possible to avoid injuring the student.

The college cannot use force as a punishment which is unlawful.

If there is a need to use reasonable force or physical restraint there will be a dialogue between the member of staff and the student at all times. In some circumstances such as ‘Red Mist’ it is said that a young person may be oblivious to everything else going on around them at that time. It is vital for the member of staff to tell the young person who they are, to use the student’s name repeatedly (if it is known), explain calmly the reason they are using force/restraint, reassure the student that they are helping them and they do not wish them to get hurt. Where possible the student will be moved from the situation to a different environment and given time to calm down before staff will enter into any other dialogue with them. Staff using force or restraint will summon help at the earliest possible opportunity.

If reasonable force or restraint has been used it is essential that that this is recorded and report as a matter of urgency to the Safeguarding Officer or a member of the Senior Leadership Team. Any injuries incurred by the student must also be reported to the designated Safeguarding Officer immediately in addition to summoning for First Aid for the student concerned. The member of staff using restraint/reasonable force must complete a written record and submit it to the Pastoral Team Manager or SLT. The student must be given the option/opportunity to submit a statement of their account of the incident. Staff must also record any injuries they have sustained as a result of using reasonable force/restraint in addition to seeking first aid treatment for themselves.

The Safeguarding Officer or member of SLT must take responsibility for ensuring that parents of the student are informed that reasonable force/restraint has been used in respect of their child. The following must be communicated to the parent/s:
– Account of what happened
– Why reasonable force or restraint was used
– Detail of any injuries sustained by the child no matter how minor
– Confirm and give details of any first aid treatment given to their child
– Invite parent to come into college to collect their child if they wish to do so
– Provide a written copy of the Incident Report Form

Details of any incident involving physical restraint / reasonable force must be recorded on SIMS.

The College have a number of staff who have completed the ‘Team Teach’ training which aims ‘support teaching, learning and caring, by increasing staff confidence and competence, in responding to behaviours that challenge, whilst promoting and protecting positive relationships.’ This training is reviewed annually with additional staff undertaking training as necessary.

7. Searching Students

School staff can search a pupil for any item if the pupil agrees. Headteachers and staff authorised by them also have a statutory power to search pupils or their possessions, without consent, where they have reasonable grounds for suspecting that the pupil may have a prohibited item. Prohibited items are:
– Knives or other weapons
– Alcohol
– Illegal drugs
– Stolen items
– Tobacco or cigarette papers
– Fireworks
– Pornographic images
– Any article that the member of staff reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil).

At Newman College the Headteacher authorises the following staff to conduct searches of students:
– Any member of the Senior Leadership Team
– Pastoral Team Manager
– Internal Exclusion Manager
– Targeted Curriculum Leader
– Pastoral Co-ordinators
– Year Leaders

Any member of college can witness a search as long as the search is conducted by an authorised member of staff.

School staff can seize any prohibited item found as a result of a search. They can also seize any item, however found, which they consider harmful or detrimental to school discipline.

Staff conducting the search must be the same sex as the student being searched . There must also be another member of staff to witness the search and if at all possible this should also be a member of staff of the same sex as the student being searched. Staff can carry out a search of a student of the opposite sex and without a witness present but only where they reasonably believe that there is a risk that serious harm will be caused to a person if the search is not conducted immediately and it is not practicable to summon another member of staff to witness the search.

The person conducting the search may not require the student to remove any clothing other than ‘outer clothing’ ie clothing that is not worn next to the skin. Hats, shoes, boots, gloves and scarves can be removed also.

The power to search without consent enables a personal search, involving removal of outer clothing and searching of pockets, but not an intimate search going further than that which only a person with more extensive powers (eg police officer) can do.

Student lockers and bags can be searched with or without the student’s consent where it is suspected that a prohibited item is contained within as long as the search is carried out by a member of staff authorised to conduct searches by the Headteacher.

Schools’ general power to discipline, as set out in Section 91 of the Education Inspections Act 2006, enables a member of staff to confiscate, retain or dispose of a pupil’s property as a disciplinary penalty, where reasonable to do so. Where any article is thought to be a weapon it must be passed to the police.

8. NOHIB (Notification of Hate Incidents and Bullying)

The college adheres to the arrangements in place for the Oldham reporting of Hate Incidents and Bullying. Bullying is defined by the Government as ‘Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally.’ Bullying has three key characteristics in that it:
– Is repeated over time
– Is with intent to hurt
– Has one or more victims
Behaviour that does not have these three characteristics are logged as incidents.
All occurrences of Hate Incidents or Bullying will be logged on the NOHIB recording form, a copy kept in college and a copy forwarded to the Local Authority.

9. CAST

The college works with the Greater Manchester Police Challenge and Support Team. Some behaviour incidents that occur within college (or on the way to and from College) will be referred to the CAST officer for their involvement. The CAST officer will engage the relevant student/s in a restorative justice process. The student’s will be required to reflect on their behaviour and actions and consider the impact that this has had on others. The restorative justice practice is a tool to support students in making positive future choices with regard to their behaviour and actions.

10. Use of Electronic Devices

The College acknowledges that parents may wish their child to bring a mobile phone to college for use on the way to and from college. Whilst on the college premises there is a zero tolerance approach to the use of mobile phones. If a student is using their mobile phone on college premises it will be confiscated and held until the parent comes into college to collect it. More details are available in the mobile phone policy. All other portable electronic devices such as ipads, tablets, ipods are not to be used and must not be brought into college under any circumstances.

11. Behaviour to and from College

On their journey to and from college, students are representing the college and high standards of behaviour are expected whether walking or using public or school buses. Newman College staff are on duty before and after college to ensure the safe boarding and disembarking of students onto and from buses. If an incident of poor behaviour whilst travelling to and from college is reported to the college it will be given full investigation as per any other behaviour incident. When necessary an appropriate sanction will be implemented for those pupils engaging in poor behaviour whilst travelling to and from college.

12. Allegations made against staff

Allegations made against members of staff will be taken very seriously. Any allegation made will be treated confidentially, with fairness and consistency ensuring a balance of support for the student and for the member of staff who is the subject of the allegation. Allegations made against staff will be handled by a member of the Senior Leadership Team with the necessary support from the Local Authority and Unions when necessary.

13. Roles and Responsibilities

All staff:
• Should place high expectations on all students with regards to all areas of college life – behaviour, learning, uniform, attendance, punctuality etc.
• Should challenge every incident where students are not meeting expected standards. Where necessary to record this and refer it on to the relevant member of staff.

Form Tutors:
• Should aim to develop relationships and offer positive reinforcement and role modelling to all students in their tutor group.
• Work with their tutor group to create a cohesive groups and positive ethos.
• Ensure that all students in their tutor group have correct uniform and equipment.
• Monitor behaviour data for all students in their tutor group.
• Monitor attendance of their tutor group and refer concerns to relevant Year Leader when necessary.
• Place students in their tutor group on form tutor report as per the BfL policy requirements.
• Liaise with relevant Pastoral Co-ordinator and Year Leader with regard to pastoral issues and behaviour of their tutees.
• Follow all guidelines and relevant procedures contained within the BfL policy with regard to their role.

Pastoral Co-ordinator:
• Will carry out on call as per the college rota.
• Will follow up on all unresolved behaviour incidents in SIMS.
• Will monitor behaviour data for all students in their year group.
• Will take appropriate actions and responses are per the ‘triggers’ outlined in this BfL policy.
• Will plan and deliver a range of behaviour change interventions with students either on a one to one or in small groups.
• Will contact parents as per the strategies outlined in the BfL policy.
• Ensure that all behaviour interventions are logged on SIMS.
• Follow all guidelines and relevant procedures contained within the BfL policy with regard to their role.
Pastoral Team Manager:
• Oversee and manage the daily operations of the Pastoral Co-ordinators
• Manage the placement of students into the IEC.
• Manage all Enforced Placements and Managed Move arrangements.
• Co-ordinate the data required for the weekly BfL reports.
• Follow all guidelines and relevant procedures contained within the BfL policy with regard to their role.

Class Teachers:
Teacher Standards require all teachers to ‘Manage behaviour effectively to ensure a good and safe learning environment.’ As per teacher standards all teachers must:
• Have clear rules and routines for behaviour in classrooms and take responsibility for promoting good and courteous behaviour both in the classroom and around the school in accordance with the college BfL policy.
• Have high expectations of behaviour and establish a framework for discipline with a range of strategies using praise sanctions and rewards consistently and fairly.
• Manage classes effectively using approaches which are appropriate to pupils’ needs in order to involve and motivate them.
• Maintain good relationships with pupils exercise appropriate authority and act decisively when necessary.
In addition to the teacher standards, class teachers will also be expected:
• To follow the CCC system as set out in the BfL policy.
• To record all behaviour incidents as required in the BfL policy.
• To complete report cards for those students on report.
• To follow up escalation of response with C3 detentions as per the BfL policy.
• To refer recurring concerns about student behaviour in their class to their DOL and the relevant Pastoral Co-ordinator.
• Follow all guidelines and relevant procedures contained within the BfL policy with regard to their role

Directors of Learning:
• Ensure that the BfL policy and procedures are applied consistently by all members of their faculty.
• Provide advice and guidance on effective behaviour management.
• Consult the weekly BfL reports to ensure that behaviour data within their faculty is closely monitored and appropriate actions taken.
• Ensure that there is positive rewards culture within their faculties with students being rewarded regularly for achievement and positive attitude to learning.
• Follow all guidelines and relevant procedures contained within the BfL policy with regard to their role

SLT lead for Behaviour and Safety:
• Support all staff in the implementation of the BfL Policy.
• Impose appropriate sanctions for serious incidents of misbehaviour.
• Monitor the use and effectiveness of all behaviour strategies.
• Hold bi-weekly BfL meetings with Year Leaders, Targeted Curriculum Leader and Pastoral Team Manager to discuss BfL data and Pupils of Concern (POC).
• Ensure that fixed term exclusion protocols and procedures are adhered to.
• Hold reintegration meetings with parents following fixed term exclusions.
• Organise and oversee Governor’s Discipline Committee meetings.
• Provide BfL data and reports as requested by the Headteacher and Governors.
• Take responsibility for ensuring effective CPD for all staff on effective behaviour management.
• Seek the views of students, parents and staff in the development of BfL policy and procedure.
• Represent the College at external meetings and events with regards to behaviour and safety.

Appendix A – Chance, Choice, Consequence System

Example of BehaviourAction to be takenResponsibility
The first sign a student is off task and is causing low level distraction/disruptionTeacher to give a look or gesture to clearly indicate to the student that they are aware of the student’s off task behaviour.Class teacher
C1

CHANCE

Student does not respond and continues to be off task or cause low level distraction/disruption.
  • Verbal reprimand and first formal warning given to the student.
  • Teacher to make clear the expected required outcome from the student with immediate effect.
  • Student’s name to be written on the board with a ‘C’ code next to it.
  • The teacher should avoid getting into any discussion with the student.
  • A brief (but reasonable) interval of time should be given to allow the student to improve their behaviour.
Class teacher
C2

CHOICE

Inappropriate behaviour continues despite the above steps.
  • Teacher to repeat the expected required outcome from the student.
  • The student to be verbally warned that a sanction will be issued if the inappropriate behaviour continues.
  • A further ‘C’ code is written next to the pupil’s name on the board.
Class Teacher
C3

CONSEQUENCE

Inappropriate behaviour continues despite the above steps.
  • Teacher informs the student that a sanction will be issued.
  • Arrangements must be made by the class teacher to hold a detention as soon as possible.
  • Behaviour incident must be recorded in SIMS with details of sanction issued.
Class teacher
On Call or ExitInappropriate behaviour continues despite the above steps,

OR there is a SERIOUS breach of the college discipline policy as outlined in Appendix B.

  • The class teacher emails the Pastoral Administrator to request the presence of a Pastoral Co-ordinator to support.
  • The student will exit the room to discuss their behaviour with the Pastoral Co-ordinator.
  • Where appropriate and when the class teacher is in agreement the student may return back into the lesson with an agreement to modify their behaviour to the expected standard.
  • Alternatively the student will be exited from the classroom and be placed, with work, into the relevant exit partner classroom.
  • Sanction from C3 above will still stand.
  • If a pupil is exited this will be logged on SIMS by the Pastoral Administrator with details of the incident.
Class Teacher

Pastoral Administrator.

Pastoral Co-ordinator.

It is vital that all classroom teachers and classroom based support staff interpret and implement the CCC system in ALL lessons consistently. This will ensure there is clarity of understanding amongst students about what is expected of them and how their behaviour will be managed across the college.

Appendix B –Behaviour for Learning –Chance, Choice, Consequence

BfL CCC

Appendix C Newman College Detention System

DetentionWhyWhenWho
Class teacher or Form TutorIssued for reasons such as:
  • no homework
  • lack of effort / classwork
  • chewing in class
  • lack of equipment
  • incorrect uniform
  • being late to lesson/form time
  • disruption in form time

Must be recorded on SIMS

Break, lunchtime or after school

Maximum 30 minutes.

Class teacher responsibility. Parent to be informed if after school.
C3Escalation of response. Student has been through CCC system and sanction given.

Must be recorded on SIMS

Break, lunchtime or after school.

Maximum 30 minutes.

Class teacher responsibility. Parent to be informed if after school.
FacultyStudent fails to attend or absconds from C3 detention. Must be recorded on SIMS with appropriate evidence trail of previous sanctions by class teacher.

Student involved in a more serious one off Faculty based incident (needs DOL approval).

To be recorded on SIMS

Monday, Tuesday and Thursday

3.15PM to 4.00PM.

Class teacher places student in Faculty detention via SIMS.

Pastoral Administrator notifies parents.

Pastoral staff collect students and escort to detention room.

DOL / ADOL to lead detention.

Faculty staff attend to support.

PastoralIssued for reasons such as:
  • inappropriate behaviour at breaks and lunchtimes
  • one off isolated incidents referred to Pastoral Co-ordinator
  • repeated lateness to college and/or lessons
  • internal truancy
  • repeated uniform breaches
  • general non compliance dealt with by Pastoral Co-ordinator.
12.55PM dailyStudents can be placed in Pastoral Detention by Pastoral Co-ordinators, Pastoral Team Manager, SLT and Year Leaders.

Relevant staff to record on SIMS and inform Pastoral Administrator that students need to be placed in Pastoral detention.

SLTStudent refuses or absconds from Faculty detention.

One off serious incidents as required.

Persistent inappropriate behaviour across the curriculum.

Unacceptable behaviour displayed whilst travelling to and from college.

Fridays 3.15PM to 4.30PMStudents can be placed in detention by SLT, Year Leaders, DOLs and Pastoral Team Manager.

Pastoral Administrator notifies parents.

Pastoral Co-ordinators collect students and escort to detention.

SaturdayPersistent breaches of college BfL policy despite previous sanctions implemented.

Alternative to fixed term exclusion when appropriate.

Saturday morning once per monthSLT

Pastoral Staff as required.

Parents notified verbally and by letter.

Appendix D BfL Terminology

BfLBehaviour for Learning
CASTChallenge and Support Team
CCCChance, Choice, Consequence
DfEDepartment for Education
DOLDirector of Learning
IECInternal Exclusion Centre
NOHIBNotification of Hate Incidents and Bullying
PSPPastoral Support Plan
SENCOSpecial Educational Needs Co-ordinator
SENDSpecial Educational Needs and Disabilities
SIMSSchool Information Management System
SLTSenior Leadership Team

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