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DISCIPL INE POLICY

SOUTH SHIELDS COMMUNITY SCHOOL

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Discipline Policy

DISCIPL INE POLICY


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DISCIPLINE POLICY

R A T I O N A L E Effective teaching and learning can only take place in a well-ordered environment. Promoting positive behaviour requires the commitment of all staff and students. Consistency of practice is needed across the school to ensure that students know the standards of behaviour expected of them. All parents are expected to be supportive of our standards and the sanctions that we impose when behaviour is poor. This document provides a clear review, framework, set of principles and procedures, which the school can use to build consistent and effective practice.

AIM To encourage adherence to a set of principles of behaviour by students To support effective teaching and learning To foster mutual respect To gain the agreement and support of teachers

support staff and parents/carers To recognise and reward: Desirable behaviour in the classroom and around

school Positive attitudes towards learning Good attendance and punctuality at school Good attendance at extra-curricular activities

By: Clearly stating expectations of our students Ensuring that there is consistency between word and

action Maintaining consistency between members of staff by

using agreed procedures Applying the procedures in a way which maintains the

dignity of both staff and students Develop strategies to support student with problems

Consistency

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1. The system should be used as a mechanism to

monitor and encourage good behaviour. It is a tool to complement the teacher’s classroom management skills.

2. Department meetings should agenda the system

for discussion and lesson observations arranged in order to maintain a consistent approach to classroom management

3. Situations should not arise where a student is

penalised by one teacher for a particular action but not another; this causes a sense of injustice

4. All students going to toilet / music to be issued

with laminated timetable to validate their presence in the corridor

5. All staff must monitor behaviour in the corridor by

meeting and greeting as well as dismissing students, checking that the corridor is clear and calm.

However while our emphasis is on encouraging co-operative and responsible attitudes, poor behaviour during lessons and around the school will not be tolerated. It will always be challenged and appropriate sanctions will be imposed. Where a student is unable to meet the behaviour standards expected of the school community the school will work with the appropriate people to move the student to the most suitable placement to meet their individual needs. For this policy to be successful it is important that behaviour expectations are understood by the students, parents/carers, staff and governors of the school to encourage a shared approach to behaviour for learning.

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T H E R O L E O F S T U D E N T S I S To treat all members of the school community with

respect, consideration and politeness. This means that abusive behaviour is never acceptable within South Shields Community School.

To ensure that behaviour does not have a negative

impact on the learning of any other student or prevent any member of staff from doing their job.

To comply with all school rules and the Code of

Conduct and to respond appropriately to instructions or requests from any member of staff.

To attend school every day on time, unless you are ill

or there is a prior agreement with school for you to be absent.

To take responsibility for own learning.

To wear correct uniform at all times and to come to

school with the equipment you need for that day carried in a bag.

To accept the punishment given when you have done

the wrong thing and learn from the mistake you have made.

To complete and hand in homework on time

T H E R O L E O F P A R E N T S/ C A R E R S I S To congratulate your child when they deserve to be

praised. To support the school’s Discipline Policy and ensure

that your child completes the punishment given. Where there is any concern over a punishment to

contact the school and ask for clarification, rather than telling the child to simply ignore the punishment.

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To ensure that your child attends school on time every day unless they are ill or leave of absence has been granted by the Head teacher.

To ensure that your child wears correct school

uniform and arrives in school with the correct equipment ready to learn.

To ensure that homework is handed in on time.

To discuss any unacceptable behaviour displayed by

your child, to help them understand why it is wrong and emphasise that the behaviour cannot be repeated.

T H E R O L E O F T H E E N T E R PR I S E T U T O R I S To set the tone of behaviour for learning.

To establish the high standard of conduct and

discipline expected of students. To interact positively with students, developing the

group’s identity and cohesion, monitoring student progress and achievements, catching up on the news and matters relating to the students’ academic and pastoral progress, patterns of attendance and punctuality (this can be done by 121 review whilst students are working on enterprise)

To keep students on task in the room. Students

should be prevented from wandering the corridor on vague errands.

T H E R O L E O F S T A F F I S To be consistent in the application of the discipline

policy to all students. To avoid making empty threats or promises which

reduce the effectiveness of appropriate rewards and sanctions.

To ensure that a note is kept of any student leaving

the room to go to the toilet. Any student leaving the

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room must have a pass. Only one student at a time can leave the room. No-one can go to the toilet in the first or last five minutes.

To encourage high standards of behaviour in all

students through the use of rewards, sanctions and the modelling of good behaviour.

To issue a detention slip to any student seen

smoking. Incidents of smoking must be entered on to e-portal.

To plan all lessons to meet the individual learning and

behavioural needs of the students in the teaching group to reduce incidences of poor behaviour.

To respond to any incidents of unacceptable

behaviour in line with the school procedures on discipline and bullying. Sanctions must be applied that support students back into good behaviour patterns as soon as possible.

To monitor behaviour in the corridor by meeting and

greeting as well as dismissing students and checking that the corridor outside the room is clear and calm.

To ensure that we are as proactive in rewarding and

recording good behaviour as we are unacceptable behaviour.

To model good behaviour at all times.

To discuss positive and negative codes during

mentoring sessions.

T H E R O L E O F L E AR N I N G M A N A G E R I S To monitor that behavioural expectations are being

maintained in their area. To discuss any issues raised by the monthly positive

and negative codes report prepared by the office with individual members of staff.

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To support students who are disrupting lessons. Where appropriate place students on Curriculum Area Report.

To contact parents/carers as necessary.

To monitor the use of positive letters home in their

area

T H E R O L E O F T H E S S M/ T M I S To broker support for students with specific

behavioural or attendance issues. To meet with individual students and their

parents/carers as necessary. To meet regularly with the EWO to highlight

attendance concerns and check that these concerns have been followed up.

To check the list of positive and negative codes for

students in their college produced daily by the school office and intervene as required.

To check the list of serious incidents and detentions

produced daily by the office for students in their college.

To report back to staff, via e-portal, on the action

taken as a result of a serious incident. To regularly monitor the general behaviour patterns of

students in their college and check the behaviour of named students on a daily basis.

To monitor the enterprise sessions of students in their

college. To decide the recipient of the weekly college award.

To remind students at the beginning of each term

both in assemblies and in Enterprise periods about the Behaviour Policy: our expectations and how the system works..

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T H E R O L E O F T H E D E P U T Y H E A D T E A C H E R F O R D E E P S U P P O R T

To support SSMs in dealing with more severe

behavioural problems. To meet regularly with SSMs to discuss attendance

and behaviour in their college. To meet with parents/carers to discuss behaviour

issues as appropriate. To monitor that appropriate support is given to

individual students. To meet individual students and congratulate them for

doing well. To decide fixed term exclusions in the absence of the

head teacher.

To chair the half termly Behaviour Review Group.

T H E R O L E O F T H E H E A D T E A C H E R To decide the recipient of the Head Teacher’s Award

from staff nominations on a half termly basis. This must be for continued good work, attitude etc or prolonged improvement. No over night successes please.

To decide fixed term exclusions.

To make the school’s case for permanent exclusion

T H E E M E R G E N C Y D U T Y S Y S T E M The Emergency Duty System aims to provide support for staff in maintaining their discipline structures. Initial misbehaviour will be dealt with in the classroom by the teacher and then if necessary by the Learning Manager.

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Procedure Member of staff on emergency duty Check with office to see if any staff have requested a

visit during the lesson. Walk around the school – always question any

student out of class. Be available to attend any request to attend an

incident. If called assess the situation (check that the code and

warning system has been used. Offer to supervise the class to allow the teacher to

resolve the situation. Remove the student from class only if this fails or the

situation is extreme. Call in on all supply staff.

The Role of the member of staff who has called for emergency support. Try all possible classroom strategies (see hints and

tips guide) Involve your LM when you know you have a

challenging class Use the codes ensuring that warning and appropriate

time between codes is given Be prepared to resolve the situation out of the

classroom on a one-to-one when the stroller arrives Issue your own sanctions (extra work, extra lesson)

Accept that on call may not arrive instantly – the

stroller may be dealing with another incident

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Time Out Supports students with low level disruptive behaviour

who have been removed from a lesson. Time out is situated in the Inclusion Centre.

Inclusion as a sanction for serious and unacceptable

behaviour. Inclusion Centre Students will be referred to the appropriate Inclusion

Centre (KS3/4) by SSMs or SLT as a result of a serious incident.

Students can be referred for 1-5 days.

The capacity is up to 15 students each day (See

Inclusion Centre handbook). Student Support Centre Targeted students will be identified by SSMs and

referred to admission panel. Students will follow a personalised behaviour/learning

programme. The capacity is up to 7 students each half term

(see Inclusion Centre handbook) 12:30-4:30 link up As alternative to exclusion pupils will be supervised

by a member of Senior team

E XC L U S I O N S The school’s procedures on fixed term and permanent exclusions is guided by the DfES guidelines ‘ Improving Behaviour and Attendance Guidelines on Exclusions for Schools and PRUs’, revised September 2007. Each exclusion is considered individually.

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Reasons for Exclusion The school has adopted the following National Standard reasons for exclusion, these are listed below. Physical assault against student Physical assault against adult Verbal abuse/threatening behaviour against student Verbal abuse/threatening behaviour against adult Bullying Racist abuse Sexual misconduct Drug and alcohol related incidents Damage Theft Persistent disruptive behaviour

Appendix 1 shows the process gone through in each case for fixed term exclusion. Appendix 2 shows the process gone through in deciding a permanent exclusion. The implementation of the policy; A letter will be given to a student to indicate that they are not meeting expectations (negative code) or are doing very well (positive code). Each letter represents an aspect of behaviour with a significant impact on learning. The discipline system is broken into stages to make sure that everyone, particularly students, is clear how it operates. Positive Codes These are given for performance above the expected level.

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Stage 1. In the classroom/ on the corridor etc. Make it clear what the student has done to deserve a positive code. Enter the code on to the system. Repeat as required Stage 2. SSM / SLT At the end of each term merits will be totalled. 20 merits = bronze certificate 40 merits = silver certificate 50 merits = gold certificate The honours board will indicate which students have received certificates, college awards and head teacher awards. This will be changed on a termly basis Across a year 2 gold certificates ‘buys’ the student a free place on a school visit. Each department can forward the names of students who deserve a positive letter home, with the reason, to the school office. Negative Codes Many low level problems will be dealt with very easily with a quiet word between the member of staff and the pupil. After the first incident give the student an opportunity to make the right decision before giving a code. Stage 1 Second incident of unacceptable behaviour or non-response to the initial quiet word results in a negative code as a warning. These should be written on the board as a reminder to students. Stage 2 Third incident leads to another code, pupil may be isolated inside the classroom by the teacher or spoken to outside the classroom.

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Stage 3 Fourth incident, negative code, automatic 30 minute detention the following evening, possible removal to another classroom in the department or reprimand by area LM. Stage 4 Fifth incident or individual serious incident, removal from department to another area, possible discussion with head of college for more serious incidents which may require more severe punishment. Detentions will be held centrally on a whole staff rota. There will be no lunchtime detentions. SSMs will monitor negative codes being given to students in their college. They will work with students who are causing significant problems or consistently breach uniform or other expectations. They will also work with individual students who amass codes over time but not enough at one time to be given a punishment.

B U L L Y I N G Bullying in all forms is a very serious issue and will not be tolerated in this school. A bullying log is held by all SSMs and monitored by Deputy Head. Please see the school Anti- Bullying Policy for detailed information.

A P P E N D I X 3 Some guidelines for staff to support effective implementation in the classroom of this policy; Avoid reprimanding students in front of their peers. This will often lead to students ‘playing to the gallery’. If necessary a student can be spoken to outside the teaching space. Remember praise in public, reprimand in private. In instances of poor behaviour try to find out what is causing the problem rather than just punishing the symptom.

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Do not enter into an argument with a student. If you have correctly applied the codes they will know why they are in trouble. Please do not give whole group punishments; it is unfair to punish the innocent and creates understandable resentment. It is always better wherever possible to deal with challenging behaviour in your own classroom yourself, students need to know that you expect them to do what you ask them. If colleagues need support with classroom management strategies please ask. It is not a sign of weakness, it shows a desire to develop as a professional. Points to remember; Use the behaviour system quietly do not lecture

students on the system. Make sure that each positive or negative is shown

clearly on the board. Codes cannot be issued in first or last five minutes of

the lesson. This system is only part of the teachers’ armoury of

classroom management use your own experience and the good practice of colleagues.

Look for and reward positive things in the lesson.

Any behaviour system revolves around relationship

between teacher and student. It is crucial that the teacher reasons with the student in a fair and deliberate way that they settle down and conform

A P P E N D I X 4 Classroom Management Effective classroom management skills can be developed through training; INSET; experience and appropriate support from colleagues. Personal reflection on practice for the purpose of improvement will be of great

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importance. In addition well-prepared and stimulating lessons in which students are aware of the lesson purpose help to secure good standards of behaviour. Aims To support the development of increased

effectiveness in classroom management To help reduce low level disruption To contribute towards increased school effectiveness To ensure consistency of approach by staff

In more detail this is likely to mean that colleagues should: Prepare thoroughly for the students in their groups. Arrive before the class Begin on time Use bell work Take and send register within 5 minutes of lesson as

class complete bell work Make objectives clear to students within 5 minutes of

start of lesson Know students as individuals, by name and by

attainment. Call them by their first names Abide by the code of conduct from the first lesson

onwards Model the standards of courtesy expected from

students Ensure that all students are enabled to participate

fully in the lesson by ensuring that the activities are appropriate to their ability and suitably challenging

Make sparing fair and consistent use of reprimands and target the right student

Criticise the behaviour not the person Use private rather than public reprimands where

possible Avoid sarcasm and threats which are not

subsequently carried out Make sparing fair and consistent use of punishments Avoid whole group punishments and humiliation Keep to time in the lesson and finish on time Ensure an orderly exit and supervise class into the

corridor Intervene early to discourage inattention and

misbehaviour and prevent the problem escalating Move around the room making full use of the space in

the classroom and establish authority

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Monitor and control as far as possible environment conditions in the classroom

Maintain momentum in the lesson. Keep students busy to reduce opportunities for misbehaviour

Use clear concise communication Deal calmly with interruptions and minimise their

effect Use appropriate body language Ensure all materials are on the desks before the start

to avoid distracting interruptions Do not enter into an argument with students in front of

the class, suggest that lunchtime is better so that the time of other students is not wasted

Have a seating plan Whilst helping a student always stand so that you can

watch the class Find opportunities to talk to the students about

themselves and their interests Tactical ignoring: focus on secondary behaviour can

lose sight of primary issues/behaviour Give student chance/choice to save face

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Draft Policy to Staff

Draft Policy to Governors Full Governors: 4th March 08

Agreed By Governors

Review Date

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