Blessed Hugh Faringdon Catholic School
Behaviour for Learning Policy
All that happens in Blessed Hugh Faringdon Catholic School occurs within the context of the school’s Mission Statement (in accordance with the Trust Deed for the maintenance and advancement of the Catholic religion).
Date Adopted: 22 May 2017
Adopted by: Full Governing Body
Persons Responsible: Head Teacher and SLT
Review Date: Every 3 years
Blessed Hugh Faringdon Catholic School is ‘Committed to Gospel Values’. The Gospel of Jesus Christ invites all who follow its teaching to the fullness of life. Discipleship in the Gospel is a life-long journey of faith coming to complete fulfilment only in the presence of God in heaven. The entire life of a disciple is marked by learning and growth. We believe that Jesus is present in the day to day life of our school, that each member of our community has a divine origin and an eternal destiny. We believe that through his Incarnation, Jesus affirmed us as whole people and redeemed us through his resurrection. We believe therefore that the intrinsic dignity of each member of our school community is to be honoured in spirit, in word, in deed and in law. These beliefs underpin our approach and thereby commit us to encouraging all members of our community, staff and pupils alike, to grow towards human wholeness.
A Positive Culture of Learning
Incorporating the Behaviour for Learning Policy
1. The Principles
All teachers have the right to teach and all pupils have the right to learn, in a mutually respectful environment.
This policy is written whilst taking into account the Governing Body's "Behaviour" Principles Statement.
At the Blessed Hugh Faringdon Catholic School we believe that in order to enable teaching and learning to take place, desired behaviour in all aspects of school life is necessary. It therefore seeks to create an inclusive, caring, learning environment in the school by:
- Promoting good and positive behaviour through the adherence to the Gospel Values;
- Promoting desired behaviour and discipline;
- Promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect;
- Ensuring equality and fairness of treatment for all;
- Providing a safe environment; free from disruption, violence, bullying and any form of harassment;
- Ensure that pupils' behaviour promotes good neighbourliness in this Catholic Community;
- Encouraging consistency of response to both positive and negative behaviour;
- Promoting early intervention;
- Encouraging a positive relationship with parents and carers to develop a shared approach which involves them in the implementation of the school's policy and associated procedures;
- Promoting a culture of praise and encouragement in which all pupils can achieve;
- Promote a culture of aspiration.
2. Roles and Responsibilities
- High expectations of achievement
- Outstanding Teaching
- Exemplary Behaviour and Uniform
- Depth in Learning
- Strength in the Core Subjects
- Pastoral Support
The Governing Body has agreed, in consultation with the Head teacher to adopt the "Behaviour for learning" policy for the promotion of desired behaviour and to keep it under review. It will ensure that this is communicated to pupils and parents, is nondiscriminatory and the expectations are clear. Governors will support the school in maintaining high standards of desired behaviour of pupils and staff.
The Assistant Head teacher will be responsible for the implementation and day-today management of the policy and procedures.
Teachers, support staff and site staff will be responsible for ensuring that the policy and procedures are followed and consistently and fairly applied. Mutual support amongst all staff in the implementation of the behaviour for learning policy is essential. Staff have a key role in advising the Assistant Head teacher on the effectiveness of the policy and procedures. They also have responsibility, with the support of the Head teacher, for creating a high quality learning environment, teaching positive behaviour for learning and implementing the agreed policy and procedures consistently.
The Governing Body, Head teacher and staff will ensure there is no differential application of the policy and procedures on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. They will also ensure that the concerns of pupils are listened to, and appropriately addressed.
Parents and carers will be expected, encouraged and supported to take responsibility for the behaviour of their children both inside and outside the school. The school will encourage parents/carers to work in partnership with the school to assist it in maintaining high standards of desired behaviour and will be actively encouraged to raise with the school any issues arising from the operation of the policy.
Pupils are expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedure and expectations. Pupils will also be encouraged to take responsibility for their social and learning environment making it both safe and enjoyable by reporting all undesirable behaviour.
3. Expectations for Staff
The development of a positive culture of learning is the responsibility of all staff in the school. All staff will be expected to show high levels of professionalism when managing pupils in the school and the following is expected of every teacher: Pupils must line up outside the classroom before a lesson. Staff must greet the pupils and position themselves close to the doorway, checking uniform whist greeting the pupils. At the end of the lesson, pupils must be dismissed formally with the teacher close to the doorway to supervise pupils leaving the classroom. For sixth form pupils, staff should use their professional judgement. At break time staff must ensure that pupils behave well.
At the end of break and lunchtime, all teaching staff are required to be outside their teaching room and supervising pupils making their way to lessons. Staff need to be outside their room ensuring that pupils are moving safely through the corridors and lining up pupils ready for the lesson.
Staff are expected to arrive promptly for duties and model the behaviours expected of pupils, including maintaining a calm approach, especially in the manner of speaking to pupils.
Our approach focuses on positives attitudes embedded in Gospel Values which support learning. We will actively promote, celebrate and reward pupil achievement and acknowledge the unique gifts that every child has.
There will be the promotion of a positive culture of learning and Gospel Values through the following:
- Retreat programmes
- Positive teaching styles
- Charitable works
- The curriculum
- Vivo Rewards system
- Setting expectations and rules with pupils, for classrooms, around the school and in the community
- Leading by example
- Sharing and displaying expectations and rules prominently in the school
- Celebrating pupil achievement in the school and with pupils and parents Pupils are expected to:
- Comply with the rules of the school
- Honour the school's ethos of Gospel Values
- Follow positive examples
- Cooperate with all staff in the school
- Cooperate with each other
- Support the evident positive environment at the Blessed Hugh Faringdon Catholic School
A positive culture to learning needs to be at the heart of the school. A positive culture that promotes courtesy, cooperation and consideration for all members of the community and the wider community is the foundation of the school.
Factors within the school and outside the control of the school community can have a negative effect and lead to poor behaviour. They include:
- Problems with peers
- Family breakdown
- Medical problems
As a Catholic community teachers need to consider the cause as well as the effect of poor behaviour. It is an expectation that as a Catholic community we will provide support, understanding and guidance for all pupils and their family.
The general power to discipline (as described in the "Discipline in Schools - Teachers' Powers" Department for Education Feb 2014) enables a member of staff to confiscate, retain or dispose of a pupil's property as a punishment, so long as it is reasonable in the circumstances. The law protects them from liability for damage to, or loss of, any confiscated items provided they have acted lawfully. The legislation does not describe what must be done with the confiscated item and the school behaviour policy may set this out; and Power to search without consent for "prohibited items" including:
- knives and weapons alcohol
- illegal drugs
- stolen items
- tobacco and cigarette papers
- pornographic images
- any article that has been or is likely to be used to commit an offence , cause personal injury or damage to property
- any item banned by the school rules which has been identified in the rules as an item which may be searched for
The legislation sets out what must be done with prohibited items found as a result of a search.
Weapons and knives and extreme or child pornography must always be handed over to the police, otherwise it is for the teacher to decide if and when to return a confiscated item.
Power to use reasonable force
Members of staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom.
The Headteacher and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.
Force cannot be used to search for these items which, though banned by the school, are not on the list of prohibited items [above].
Subject to the behaviour policy, teachers may discipline pupils for:
Misbehaviour when the pupil is:
- taking part in any school-organised or school-related activity or
- travelling to or from school or
- wearing school uniform or
- in some other way identifiable as a pupil at the school or misbehaviour at any time, whether or not the conditions above apply, that:
- could have repercussions for the orderly running of the school or
- poses a threat to another pupil or member of the public or
- could adversely affect the reputation of the school
In all cases of misbehaviour the teacher can only discipline the pupil on school premises or elsewhere when the pupil is under the lawful control of the staff member.
The Behaviour for Learning policy is designed to support the classroom teacher in curtailing inappropriate behaviours. To avoid sanctions having a negative impact on poor behaviour, the following principles must be remembered:
- Focus on the behaviour and not the pupil
- Use private reprimands wherever possible and avoid public put downs
- Be consistent when implementing the Behaviour for Learning Policy
- Ensure that you apply the Consequence 1; Consequence 2 with pupils before proceeding to Consequence 3 unless the behaviour warrants going to either a C3 or in more serious cases a C4. A C4 is a serious challenge to the authority of any adult in the school. It is expected with a C4 that the staff issuing the sanction makes every effort to contact the parent/carer to discuss the matter and seek an equitable resolution
It is important to make the pupil aware that once a sanction has been imposed that the incident is over and they can make a fresh start.
The initial responsibility for dealing with pupil behaviour will generally rest with the classroom teacher taking the lesson.
It is an expectation that classroom teachers resolve any discipline issue as they arise. The option of referral is not the first choice and should not be taken too quickly. Some circumstances will make it necessary to refer immediately and in these circumstances staff will be supported by more experienced colleagues. Even the most experienced teachers can need assistance. It is not a failure to be confronted by poor behaviour, but it is a mistake to ignore it and assume that all is well when it is not. In the first instance behaviour issues should be passed to the Subject Leader.
All incidents of poor behaviour need to be logged onto Progresso. Year Leaders and senior management will regularly review the reporting mechanism.
All staff in the school are responsible for ensuring good behaviour at all times. Staff are expected to intervene when they come across issues around the school. If a colleague is reprimanding a pupil it is good practice to offer support, make your presence clear and offer soft-touch but explicit support.
To develop good behaviour, staff will be expected to apply the following principles:
- Establish good classroom management practice
- Be consistent when implementing the school's behaviour policy
- Establish good relationships with pupils
- Early intervention with prompt action where there is poor behaviour
- Treating each pupil as an individual
- Differentiation of the curriculum and use of a variety of teaching styles
Any sanctions should be appropriate and seen as part of a process for improving the behaviour of that pupil. It is important to see the pupil as an individual and consider strategies that will address the issues you have with that child. The Behaviour for Learning Policy has six levels that includes:
- C1: First Verbal Warning
- C2: Final or second Verbal Warning
- C3: Detention given to the pupil by any adult in the school
- C4: Direct challenge to the authority of an adult working in the school
- C5: Fixed-term external exclusion
- C6: Permanent exclusion (headteacher only)
5. Applying the Sanction System
The school runs detentions on each day of the week, with two hour detentions held on Monday and Wednesday. Additionally, we hold same day punctuality detentions each evening after school for 30 minutes. The detentions are held in the school dining hall or classrooms. Each detention is managed by teaching staff with the Assistant Head teacher in charge supporting and managing the second hour. For pupils who have accrued too many detentions, or fail to attend the one-hour behaviour detention, those sessions will be extended to two hours.
Information on detention are issued via the communication folders with form tutors and Year Leaders ensuring that pupils are informed of the detention during tutor time. A Group Call is sent where the detention is fixed for the next day. This does not preclude the school from holding same day punctuality detentions.
All detention information is inputted by the issuing teacher on Progresso accurately. The detention is then issued as close as possible to the original detention issue.
What happens if a pupil fails to attend a detention?
A register is taken at the start of every detention. All teaching staff are expected to escort any pupils they teach during period six to the detention at the end of the school day. Staff not doing this will be held accountable by their line manager. To support colleagues a member of the behaviour support team goes to classrooms and informs pupils and teachers of the detention and the room that is being used that evening.
A list is compiled on non-attending students. Each student will then be checked as to whether they were absent that day. If present, they will receive a two-hour detention the next day. If the problem persists, parents will be called into school to meet with the Assistant Headteacher leading on behaviour.
Pupils who regularly miss detentions will be escorted to detentions by a senior member of staff or one of the behaviour support team. Parents will be contacted with a meeting organised to agree a parent/ pupil contract. The Year Leader will be aware of the situation and liaise with pupil and staff on strategies. If pupils continue to fail to attend detention or refuse to attend then a period of internal exclusion or a fixed-term exclusion will be applied for gross disobedience.
The detentions are not a time to address issues with the pupil. Year Leaders and Subject Leaders can take pupils out if required to resolve issues. During the detention pupils will be permitted to complete homework or be given academic work to do. During the examination period Year 11 pupils may be permitted to attend specific subject interventions.
Staff will be expected to ensure that uniform is correct and that all pupils sit quietly and are respectful during the duration of the detention. No pupil is permitted to leave the room without permission or communicate with other pupils during detention.
6. Behaviour for Learning
In the first instance the classroom teacher should deal with any pupil misbehaviour, employing a range of strategies and sanctions. There is no substitute for good teaching to inspire learners. It is expected that classroom teachers deal initially with minor incidents such as:
- Equipment and organisation of work
- Removal of outside clothing
- Removal of earphones
- Talking in class
- Care of the school environment
- Bad language
- Any other breach of school expectations as outlined in every room.
Serious incidents may require referral to senior staff without the need for warnings. However, for normal behaviour management it is expected that all classroom teachers ensure that they issue Consequence 1 and 2 formal warnings to a pupil and clearly letting them know that they are not meeting expectations before finally issuing Consequence 3(C3) which is a whole school detention of 1 hour.
If a pupil receives what is considered a high level of C3's and C4's then further support will be put in place for the child at the instigation of the Assistant Headteacher. This may include involvement of the Year Leaders, Pastoral Support Team, the Inclusion Area Manager and/or the SENCO.
If a C4 is issued to a pupil this will warrant referral to the Focus Room. If a pupil C4 is issued then parents must be informed of the reasons for the referral. At this stage a decision will be made to place the pupil onto a Pastoral Support Programme (PSP). This is a twelve-week programme where the pupil will be monitored far more rigorously. It is expected at the end of this programme that the pupil has managed to move their behaviour forward. If they are successful they will move on the next stage called "Moving Forward". This is a light touch from the Year Leader to monitor that the pupil is continuing to meet the expectations of classroom teachers with behaviour and attitude to learning.
The Assistant Headteacher leading on behaviour with communicate with the Head Teacher information when all other stages have been exhausted with a concise and precise record of the concerns.
The intervention could come in the form of fixed term exclusion, referral to other outside agencies, an alternative curriculum or an agreed move/planned transfer to another school. An update of the pupil's behaviour record and a parental meeting will be automatic. At this stage all pupils will be at risk of permanent exclusion. The head teacher will inform the governors.
Grounds for a Permanent Exclusion.
A permanent exclusion may be imposed for:
A single act of dangerous, violent, harmful or reckless behaviour.
Violence, especially where it seems the perpetrator has planned the violence, or has caused a significant injury, or has behaved in a recklessly dangerous way, or has ignored warnings to desist.
Threats of violence, particularly those which are persistent, or which are intended to subvert the school’s discipline policies by intimidation, or which involve calling in a third party, or which are intended to cause fear and anxiety.
Persistent expression of racist views, racist actions or other discriminatory behaviour
Bringing drugs or other banned or toxic substances to school, using them on any school occasion, supplying them to other pupils or encouraging other pupils to use them.
Bringing a weapon to school, or anything intended to be a weapon.
Bringing fireworks to school, or any other potentially dangerous item [see footnote]
A list of banned and toxic substances cannot be exhaustive. It will include any substance whose supply or possession is unlawful. Banned substances therefore include all controlled drugs – Class A, B and C drugs – as defined by the Misuse of Drugs Act 1971. Pupils may not bring any alcoholic drink to school. They may not bring any substance whose misuse is harmful to others. Examples of this are: glues, propellants, cleaning fluids and bleaches, methylated spirits and solvents, prescription drugs [unless for their own use and with the consent of parents]; moodchanging plants such as ‘magic mushrooms’. Pupils may not bring to school, or supply another pupil with any substance, which will affect mood or physical state. In all of these cases, it will aggravate the offence if a pupil induces another to use or ingest a substance without consent or understanding.
Letting off the fire alarm [or issuing threats/alarms] without good cause, or other misuse of firefighting or safety equipment.
Extreme public misbehaviour, especially when it brings the school into disrepute
Theft, especially when it is openly perpetrated or premeditated
Persistent failure to observe acceptable standards of behaviour
Grounds for a Fixed Term Exclusion
Fixed term exclusions may be given for:
- Disruption of lessons
- Refusal to follow instructions or explicit refusal to obey a school rule
- Verbal abuse against another person
- Disrespectful or insolent behaviour to staff
- Racist or otherwise discriminatory behaviour or language
- Gross disobedience including failure to attend detentions
And for any action from the ‘Permanent Exclusion’ list for which a permanent exclusion is not imposed.
Students using any technology to make, or attempt to make, covert audio or visual recordings of other students, staff or visitors will be in serious breach of the behaviour policy. This will constitute a gross invasion of privacy as well as a misuse of technology.
In excluding pupils, the school will take account of the following factors before making a decision.
- The possibility of discrimination on the grounds of disability
- The possibility of discrimination on the grounds of ethnicity
- Special educational needs
- Language fluency
- Age and maturity
- Other mitigating factors