Brighton Hill Community School

3. Behaviour Management Policy

Information & Policies

Published on - 05-09-2018

This Policy applies to all teaching staff.

Related policies and documents: Learning & Teaching; Anti-bullying and the school’s response to bullying, including cyber-bullying; Single Equality; Physical Intervention policy; Special Educational Needs and Disabilities; Use of the Internet; Uniform; Home School Agreement.

The senior leadership team (SLT) oversees the application and monitoring of this policy.

Relevant Middle Leaders will have an overview of behaviour incidents and patterns of behaviour in their areas of responsibility, together with resolutions; they will report regularly to their SLT line-manager.

Note that this policy has been constructed in line with guidance from the Department for Education with direct reference to the documents entitled ‘Behaviour and Discipline in Schools’ and ‘Ensuring Good Behaviour in Schools’. 

Please also note that for the purposes of this policy, ‘parents’ refers to any adults with legal responsibility for children in their care, i.e. biological parents, legal guardians and carers.

CONTENTS OF POLICY 

1. Rationale 

2. Purpose 

3. Principles 

4. Roles and Responsibilities 

5. General school rules 

6. General behaviour in and around the school 

7. Rewards 

8. Use of mobile phones & other electronic devices in school 

9. Sanctions 

10. Screening, Searching and Confiscation 

11. Use of Reasonable force and physical contact 

12. Malicious allegations by students against school staff 

13. Discipline beyond the school gate 

14. Training 

15. Involvement of outside agencies 

16. Review

Appendices

 i) Statement Form 

ii) Teachers’ Toolkit for Positive Discipline 

iii) Behaviour for Learning materials 

iv) Managing and responding to behaviour issues: levels and actions

 

1. Rationale 

Students have a right to learn and teachers to teach and, without good behaviour, neither is possible. The school has a responsibility both to manage students’ behaviour and to encourage students to manage their own behaviour in such a way that learning and teaching can be effective in school, on school visits and on their way to and from school. Whilst it is possible to produce a list of school rules, students’ good behaviour is secured in the longer term through modelling very high expectations, respectful relationships and clear boundaries. The management of students’ behaviour in schools is a complex and challenging area for schools’ and school leadership and the aim is to ensure that effective learning and teaching can take place in a well-ordered environment. To this end, the school’s expectations of student behaviour, of the quality of teaching, of the interactions between students and staff which facilitate positive behaviour for learning and of the supportive involvement of parents and outside agencies in promoting good behaviour are high.

It is our belief that excellent student behaviour is promoted through an engaging and challenging curriculum, and from excellent teaching; to this end, the principles of Behaviour for Learning are promoted in our Learning and Teaching Policy (Policy number 33).

We also believe in a restorative approach and want to provide students the platform and opportunity to reflect on unacceptable behaviour in a bid to show improvements in future behaviour.

This policy will also apply at other times when misbehaviour could have repercussions for the orderly running of the school or poses a threat to another student or member of the public, or might bring the school into disrepute.

2. Purpose 

Our aim is to encourage students to adopt values, attitudes and standards which will produce a positive learning environment and a happy and ordered school atmosphere, and to:

 

 

3. Principles 

We believe that in order to enable effective learning and teaching to take place, good behaviour in all aspects of school life is necessary. We therefore seek to create a caring learning environment in the school by:

 

 

We also believe that good behaviour in school must be built on a foundation of solid values – kindness, respect and living without harm.  

Finally, we believe that students must have an opportunity to reflect on their behaviour to ensure that students understand the impact of their own unacceptable behaviour on both themselves and others.  Students must also have opportunity to reflect on how they can avoid unacceptable behaviour, and show improved behaviour in future.  We believe all staff play a crucial roll in facilitating this process by not only giving students time to reflect, but also by holding conversations to help guide students to successful reflection.  It is with this belief in mind, that the school does not use the traditional word ‘detention’ and instead students will be set periods of ‘reflection’ as a result of unacceptable behaviour.

4. Roles and responsibilities 

To ensure the principles of this policy are met,

 

5. General expectations. 

Students should;

Students will/must not: 

Staff should:

6. Behaviour in and around the school 

7. Rewards 

A school ethos of encouragement is central to the promotion of good behaviour. Rewards have a motivational role in helping students to realise that good behaviour is valued. Our view is success is its own reward but we also recognise that students respond positively to a system whereby they can earn points for meeting standards of good behaviour. To that end, all students can earn Merit Stamps from their subject teachers for their conduct and performance in lessons and from their tutors for attendance and punctuality; these Merit Stamps are collected in the Student Planner. 

Academic – Faculty Stamps 

Meeting expectations – The 5 Golden Rules 

1. Uniform 

2. Behaviour 

3. On Time 

4. Equipment 

5. On Task

Attendance – Merit Stamps 

Students receive a merit stamp if they have been punctual to both morning and lunchtime Tutor period.

House Cup Points

Students will be awarded House Cup points by their teachers for going above in beyond in terms of effort and engagement, for producing excellent work, maintaining excellent standings of behaviour and attendance, etc (further details regarding award of House Cup points can be found on the school’s VLE).

Accumulation of House Cup points will lead to students being given opportunities to attend reward activities such as the Pop-Up Cinema and/or the Thorpe Park rewards trip.

8. Use of mobile phones & other electronic devices 

At Brighton Hill, students are normally permitted to bring mobile phones and other electronic devices to school for use if necessary before entering the school site at the start of the day and after leaving the school site at the end of the day. This concession is purely, therefore, a health and safety consideration; students and families should be aware that use of mobile phones and other electronic devices during the school day is not permitted unless explicitly permitted by a member of staff.

If mobile phones and other electronic devices are brought into school, these items remain solely the responsibility of the student; they must be kept out of sight and switched off whilst on school site throughout the school day including break and lunchtime (including at PowerLeague).

Telephone communication between parents and students must only take place through school staff; this is so that the authority of the school is not undermined, so that learning is not interrupted and so that the safety of students is not compromised. In addition, parents are specifically requested not to send (or respond to) text messages from students during the school day.  The school reserves the right to confiscate the mobile phone if it is clear that communication of this nature has taken place during the school day.

If a student is using (or allowing another student to use) a mobile phone or other electronic device for any reason other than a legitimate one (e.g. in a lesson with permission from staff), the device will be confiscated by the member of staff concerned and kept safely until a parent or nominated adult has collected the phone.  All such devices will be placed in an envelope marked with the following details: student’s name, tutor group, date, name of staff who has confiscated the item, brief description of the item; the device will then be taken by a member of staff to the Student Welfare Office where it will be kept securely in the school’s safe (see Section 10 – Confiscation – for further details) and details of the confiscation logged onto SIMS by a member of staff in the Student Welfare Office. In the event of confiscation, a member of staff (usually the Student Welfare Officer or reception staff) will, where possible, attempt to contact the parent to inform him/her of the confiscation and to explain how the device can be recovered at the end of a school day by the parent or by a nominated responsible adult by arrangement with the parent; ultimately, the student involved has the responsibility of explaining the confiscation to his/her parents.  

Confiscated items (inc. mobile phones) will not be returned to students under any circumstances, e.g. due to an impending weekend or school holiday.  Retrieval of the confiscated item within the working hours of the school staff is the responsibility of the parent.

Repeated use of an electronic device will be reported to relevant senior staff and a suitable sanction will be issued.  A sanction could involve a permanent ban on a student bringing the device into school, or other appropriate sanction, up to and including exclusion.  

If a student fails to relinquish his/her mobile phone (or any other similar device or banned item) upon request of a member of staff then he/she will not be permitted to return to lessons until the item in question has been relinquished and placed in to the school safe as detailed above.  

If the mobile phone contravention involves other related misdemeanours, such as rude, argumentative or obstructive behaviour, then additional appropriate sanctions may be applied.

9. Sanctions 

Teachers have statutory authority to discipline students for misbehaviour which occurs in school and, in some circumstances, outside of school (see Section 12 below). At the Headteacher’s discretion, the authority to administer sanctions in line with this policy applies to all paid staff with responsibility for students, such as teaching assistants.

Sanctions are needed to respond to inappropriate behaviour; a sanction serves as a punishment, a deterrent and an opportunity to reflect. Reasonable penalties can include: confiscation, retention or disposal of a student’s property (see Section 9); periods of reflection, either during the school day (during break and/or lunch times) or after school; internal isolation in the Personal Reflection Room.  Headteachers can also decide to exclude a student for a fixed period or to permanently exclude them.

The school uses periods of reflection as a form of sanction; whilst home/school communication is important, parental consent is not required with regard to the serving of periods of reflection, and parents are responsible for their children’s journey home following an After-School Reflection.

Teachers also have a specific legal power to impose detention outside school hours, e.g. Saturday morning detentions.

In line with this policy, school staff will base their judgements regarding the appropriateness of a sanction on their professional experience and discretion and in the best interests of the school and its student body.   

Staff will also use the behaviour chart detailed in Appendix 1 to support decisions regarding sanctions for unacceptable behaviour.

Normally, parents will be notified via the student’s planner and/or with a phone call or an email regarding the setting of an After-School Reflection (outside normal school hours) at least 24 hours before the Reflection is due to be served.  Whilst we want to operate this and all policies with the support of parents (under the Education Act of 2011) a school wishing to detain students outside of normal school hours as a means of sanctioning unacceptable behaviour is not obliged to give 24 hours’ notice to parents, only to inform parents on the day.

Sanctions that may be used and the form of communication:

Sanction

Communication

Break/15min Reflection

Student Planner

Lunch/30min Reflection

Student Planner

After School Reflection (60mins)

Student Planner, email or phone

Personal Reflection Room

Email, phone or meeting

Reciprocal Isolation

Email, phone or meeting

Fixed Term Exclusion

Phone or meeting, plus written letter

Permanent Exclusion

Phone or meeting, plus written letter

As sanctions are recorded in the student planner, it is essential that all students carry their planners in school every day.  It is the parent’s responsibility to ensure that all students have a planner; this includes purchasing a replacement planner if their child’s planner has been lost or de-faced.

Periods of Reflection

Students can be set periods of reflection during the school day (at break or lunch time) or an After-School Reflection.  Students must attend these sanctions or further sanctions will be applied.

Personal Reflection Room

Unacceptable behaviour may result in a student needing to be isolated in the Personal Reflection Room.  If students are unable to meet the expectations of the Personal Reflection Room, they are likely to be excluded for a fixed term or spend time in isolation at another local school.  The student will then be expected to appropriately complete their time in the Personal Reflection Room at BHCS on their return.  Students will be released from the Personal Reflection Room at 3.30pm.  The only exception will be when students are in the Personal Reflection Room due to missing an After-School Reflection – if this is the case, students will be held until 4pm.  

Students will be required to bring water and a packed lunch to the Personal Reflection Room as they will be isolated for the entire school day – this includes break and lunch time.  Toilet break will be permitted at regular intervals throughout the day.

Relevant staff will endeavour to meet with students during their time in the Personal Reflection Room to provide opportunity to discuss the incident that led to the sanction, focussing on re-enforcing expectations and discussing how future behaviour can be improved.  This meeting follows the rationale of restorative behaviour management.

Students will only return to lessons once they have successfully completed their time in the Personal Reflection Room – this includes behaving appropriately (in accordance to the rules of the Personal Reflection Room) and completing all work set to a satisfactory standard.  Failure to meet these expectations will result in additional time spent in the Personal Reflection Room.

Fixed Term Exclusion

Students may face fixed term exclusions for more serious behaviour incidents or for failure to meet the expectations of the Personal Reflection Room.  All parents must attend a reintegration meeting following a period of fixed erm exclusion before the child can return to lessons.

Permanent Exclusion

 A student is likely to be permanently excluded if they are found to be carrying a weapon or drugs on school site.  Students are also likely to be permanently excluded if they physically assault or display excessive levels of violent ang aggressive behaviour to a member of staff.  Finally, students who display persistent and ongoing unacceptable behaviour and disregard to the schools behaviour policy may be permanently excluded if appropriate levels of improvement are not evident, despite rigorous support from the school as documented in SSP (Student Support Plans) and PSP (Pastoral Support Plans).

10. Screening, Searching and Confiscation

Screening:

Searching with the student’s consent:

 

Searching without the student’s consent:

 

Other issues pertaining to searches

 

 

Confiscation:

 

 

*Banned items at BHCS: cigarettes/tobacco products, including e-cigarettes or other simulated cigarette/nicotine related products; chewing gum; carbonated drinks and 

energy drinks high in caffeine content, e.g. Monster, Relentless; fireworks/firecrackers; matches/lighters; water pistols or any toy that resembles a weapon; chemical substances other than controlled drugs, e.g. ‘legal highs’; pornographic material; also any other items or materials that are prohibited for children under the age of 16 if the student in question is under the age of 16 that do not appear in the ‘Prohibited items’ list.

**Prohibited items: weapons, knives, alcohol, illegal/controlled drugs, stolen items.

11. Use of restrictive physical intervention

We do all we can within our school to manage behaviour positively. However, there are times when we may need to use force to keep a child or children safe, or to maintain good order within the school. In such cases, we would always act within the principle of reasonable force; 'reasonable' means using no more force than is necessary.

The Children Services department acknowledges that there may be times when restrictive physical intervention is an appropriate response to the risks present in a given situation. The intervention must be reasonable and proportionate in relation to the situation. The force used needs to be in proportion to the risks present and the minimum needed to achieve the desired result. All school staff may use physical control or restraint when a student is: (a) committing an offence (or, for a student under the age of criminal responsibility, what would be an offence for an older student); (b) is causing personal injury to, or damage to the property of, any person (including the student himself/herself); (c) prejudicing the maintenance of good order and discipline at the school or among any students receiving education at the school, whether during a teaching session or otherwise.

Further details of the use of physical intervention can be found in Policy 37 (Physical Intervention Policy) on the school’s website.

12. Malicious allegations/accusations by students against school staff

Allegations of abuse of students by school staff are taken seriously and we will deal with any allegation quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation. Students who are found to have made false allegations will/are likely to be sanctioned.

13. Discipline beyond the school gate

 

 

14. Training

The Governing Body will ensure that the Senior Leadership Team will provide appropriate high quality training on all aspects of behaviour management to support the implementation of the policy.

15. Involvement of outside agencies

 

 

16. Review

The Headteacher will undertake an annual systematic monitoring and review of the behaviour management policy and procedures in order to evaluate it and ensure that the operation is effective, fair and consistent. The Head teacher will keep the Governing Body informed.  The Governing Body will regularly review this policy and associated procedures to ensure its continuing effectiveness and impact.

Last Ratified: September 2018

Next Review: September 2020

pdf document Appendix 1