Introduction:

1. Introduction:

1.1 As a school we feel it is important to promote a caring and supportive environment to enable all members of the school community to feel secure, respected and therefore promote good behaviour in others.

1.2 The development of personal qualities and social skills and the fostering of good behaviour is an integral aspect of the school curriculum and therefore needs planning and consistency of approach from all adults in the school.

1.3 Our school will value individual achievement and encourage students to be motivated and to achieve to their potential and beyond.

1.4 All members of our school community are expected to foster and maintain courtesy and respect for others. In order to achieve this we will ensure the development of strong partnerships between staff, pupils and the wider community.

2. Aims:

2.1 Our school community will have a common sense of purpose to:

• produce high quality work

• achieve high standards

• maximise potential

• enhance work ethic and the school environment

• be caring and considerate towards people.

2.2 In our day to day work with our pupils and as a school community we will:

• ensure consistency and care

• be fair and be seen to be fair

• treat all with respect

• have clear and high expectations and strategies and ensure they are met

• provide planned activities which motivate all to learn academically and socially.

• emphasise the positive and create an inclusive learning environment.

3. Teaching and Learning (ref. Teaching and Learning Policy):

3.1 We will ensure the use of appropriate learning styles to help create a positive and effective learning environment in which students are challenged and given a range of opportunities through which to develop.

3.2 Behaviour and response will be enhanced through the setting of dear learning objectives, well defined expectations and the use of individual support for those who need advice and help.

3.3 Our school community will be consistent and we will:

• understand it is alright to make mistakes

• be thoughtful and respectful

• try our best in our work and recreation

• look after our school and everything in it.

• speak and listen with consideration.

4. Anti-bullying (ref. Anti-Bullying and Child Protection Policies):

4.1 Our school will work towards establishing a `bully free' environment where everyone feels safe and secure. Bullying takes place when a person or persons feel threatened on intimidated by another or others, whether verbally, emotionally or physically.

4.2 Intimidation is unacceptable and will not be tolerated. Any alleged incident of bullying will be thoroughly investigated and all parties involved will have the opportunity to discuss the matter.

5. The School Environment:

5.1 We will create a positive and challenging learning environment which will encourage all members of the school community to value, respect and learn from the work and effort of others.

6. Contact with Parents (ref. Communication Policy):

6.1 Our priority will be to work in partnership with parents at all times. Parents will be kept informed of both good and unacceptable behaviour and our partnership will be linked to the sanctions and rewards outlined in this policy.

6.2 It is a primary aim of the school to maintain effective lines of communication with parents and respond immediately to any concerns either verbally or by letter. We will encourage an `open-door' policy within which parents will feel secure in their invitation to seek appointments with their child's class teacher, tutor or member of the school management team.

6.3 A member of the SLT will always attend the Mundesley parent liaison group to ensure good communication is maintained between school, the hostel and parents.

7. Incentives to Positive Behaviour:

7.1 In our school we believe the ideal incentives are the intrinsic rewards offered by:

• warm relationships and stimulating curriculum positive role models

7.2 However, it is also important to have a reward system in place which recognises all forms of social and academic achievement and effort. To ensure every pupil has the opportunity to experience success we will use the following as incentives depending on age and context:

• public and private verbal praise and recognition

• the display of pupils' work

• the positive marking of work with comments for future development

• privileges and responsibilities

• choosing time

• the sharing of achievement with others (adults and pupils including at assembly)

8. Response to Negative Behaviour:

8.1 It is our belief that sanctions consistently and firmly applied will result in boundaries being clearly drawn and therefore good behaviour promoted. It is important to remember that at all times it is the behaviour that is criticised and not the child.

8.2 Strategies for dealing with unacceptable behaviour will include the following staged approach, depending on age and context:

Stage One: Informal

When unacceptable behaviour occurs, staff should consider one or more of the following sanctions:

Verbal warning
Change of seating arrangements
Working away from other children within the classroom in a designated area, while still under the supervision of the classteacher
For serious or persistent disruptive behaviour in a lesson or activity, a pupil may be asked to leave the activity, but this should be:

under supervision of the adult
for a designated period (no more than 10 minutes)
with a clear explanation of what the pupil/student must do in order to return to the activity

Additional school work or redoing an unacceptable piece of work, to be completed in own time
Loss of privileges or free time, including lunch and break times, to complete work or to undertake a sanction to fit the crime, e.g. cleaning up the mess made, picking up litter
Detention (following parent contact for primary and for secondary when over 20 minutes)
For persistent or serious misbehaviour a referral to the class teacher (primary) or learning tutor (secondary)

Stage Two: Class Teacher / Learning Tutor Report (Yellow Booklet)

If the class teacher or learning tutor receives reports of continuing inappropriate behaviour the pupil will be placed on Disciplinary Report (Class Teacher/Learning Tutor) and the parents advised. In addition to the sanctions listed in Stage One, the following additional measures are also available at this stage:

Temporary isolation of the pupil from peer group
Setting of additional work for pupil for an agreed period
Payment towards damage caused
Referral to Key Stage Leader or Base Leader

If after one week the Disciplinary Report (Class Teacher/Learning Tutor) shows a marked improvement in behaviour the class teacher or learning tutor should speak with the pupil and remove the sanction. If, however, there has been insufficient improvement the class teacher or learning tutor should:

Either: place the pupil on a further week of Disciplinary Report (Class Teacher/ Learning Tutor) - up to a maximum of three weeks
Or: move to Stage Three.

Stage Three: Key Stage Leader / Base Leader Report (Green Booklet)

If there is no significant improvement in behaviour after a maximum of three weeks on Disciplinary Report (Class Teacher/ Learning Tutor), the pupil will be placed on report to the Key Stage Leader or Base Leader and parents advised. Disciplinary Report at this level must be seen and signed by parents at the end of each day. The following additional measure is also available:

Ask the parents and the pupil to attend a meeting involving appropriate members of staff
Draw up an Individual Behaviour Plan. The Plan will include:

a record of the concerning behaviour to be addressed,
an achievable target,
actions for staff and parents to take,
details of a reward for compliance (if appropriate)
arrangements for a review of progress

If after one week the Disciplinary Report (Key Stage Leader / Base Leader) shows a marked improvement in behaviour the Key Stage Leader or Base Leader should speak with the pupil and remove the sanction. If, however, there has been insufficient improvement the Key Stage Leader or Base Leader should:

Either: place the pupil on a further week of Disciplinary Report (Key Stage Leader / Base Leader) - up to a maximum of three weeks
Or: move to Stage Four

Stage Four: Assistant Headteacher Report (Blue Booklet)

If there is no significant improvement in behaviour, the pupil will be placed on report to the Assistant Headteacher of the appropriate phase and a further meeting with parents and the pupil will take place. The following additional measures are also available:

the signing of a behavioural contract between the pupil, the parents and the school. The contract will include the following:

improvements to behaviour that the pupil undertakes to make
support that is available from school and parents
consequences of continued unacceptable behaviour

internal exclusion from class
inclusion in the SEN code of practice and the use of outside agencies

Stage Five: Headteacher Report (Red Booklet)

If there is no significant improvement in behaviour, the pupil will be placed on report to the Headteacher and a meeting with parents, the pupil, appropriate members of staff and representatives of the local authority will take place.

A pupil's movement through the five stages above can be accelerated in the event of serious misbehaviour, such as fighting, bullying, racist abuse, defiance, vandalism or theft.

Stage Six: Exclusions

If there is still no significant improvement in behaviour following Stage Five the Headteacher may then consider either a temporary or a permanent exclusion from the school.

The Education Act 1997 allows the Headteacher to exclude a pupil for up to 45 school days in one school year
The decision to exclude a pupil rests with the Headteacher, following consultation with members of the Senior Leadership Team (SLT)
The Chair or Vice Chair of Governors must be consulted

1. Fixed Period Exclusion - Up to 10 Days

The Headteacher, after consultation with the Chair and/or Vice Chair of Governors, will inform the following:

members of staff
pupil
parents
local authority
Social Care (if appropriate)

The parents should be advised that they may wish to make representation regarding the exclusion to the Governing Body and if so they should contact the Clerk to the Board.
Meetings of the Disciplinary Appeals Committee should be chaired by the Chair of Governors and co-ordinated by the Clerk to the Board.
Any exclusion must take account of the timetable arrangements for public examinations.
At the completion of the fixed period of exclusion the pupil/student will be expected to attend a meeting of appropriate staff representatives, which will be chaired by the Headteacher or a nominated member of the SLT. This meeting will review the situation and establish realistic ground rules with the pupil and the parents in order to facilitate a successful return to school on a full-time basis.

2. Permanent Exclusions

The Headteacher, after consultation with the Chair or Vice Chair, must inform, without delay, and in writing:

members of staff
pupil
parents
local authority
Social Care (if appropriate)

A letter to the parents and professionals must provide the following details:

objective reasons for the permanent exclusion,
details of all reasonable steps taken by the school to avoid a permanent exclusion,
the right of parents to make written and oral representation to the Clerk to the Governors within 7 days of being notified of the exclusion,
an appeal meeting that includes a local authority representative, a lay person, the Headteacher and senior members of staff, chaired by the Chair or Vice Chair of Governors,
parental right of access to the pupil's school records.

The Governing Body's Disciplinary Sub-Committee can direct the Headteacher to reinstate an excluded pupil following the Appeal meeting or it can uphold the Headteacher's decision. This procedure must be completed within 15 days of the date of exclusion.

Throughout all six stages the appropriate Assistant Headteacher will maintain records of unacceptable behaviour and the sanctions taken to remediate it using SIMS.

At all stages the pupils have the right to appeal against a sanction either in writing or through a chosen person (see school's Complaints Procedure).

9. The Application of our Policy:

9.1 Our policy will be applied to all in an equal and fair manner, It is for all of our whole school community. If it is to be effective everyone must use it with confidence and consistency.

Appendix 1— What teachers will do to support individuals

Teachers will work hard to ensure that all pupils are:

• Valued and given quality care and confidentiality where appropriate.

• Encouraged by providing them with stimulating lessons and incentives to do well.

• Involved in their education by providing regular information to students and parents on progress.

• Congratulated by providing recognition and rewards.

• Benefiting through lots of opportunities in academic, sporting, musical and cultural activities.

• Supported by providing safe, orderly conditions for them to learn effectively.

• Treated with respect and fairness by all adults within the school community.

Appendix 2 — The role of the learning tutor

Objectives

The learning tutor has a central role to play in providing continuity and security for the student in the secondary phase. He or she can expect to receive direct support from the SMT. The positive impact upon student development depends upon the quality of daily contact. In this context there are several objectives:

• ensure the student understands the purpose of his/her learning and possesses a clear sense of direction and remain motivated;

• through discussion enable the student to set realistic learning targets, plan ahead, identify strengths and weaknesses and resolve problematic situations;

• through discussion, observation, monitoring and support take an overview of the individual students' learning, pro9ress and general welfare in order that the individual is able to develop to his/her potential in all aspects of life;

• communicate effectively with and engage parents/careers as partners in the education of their child;

• engender an atmosphere of mutual trust and respect with individual students;

• ensure that the students are integrated into the group and feel secure and valued.

Responsibilities of the learning tutor

• monitoring the students' punctuality and attendance

• ensuring that students are kept informed of events and important activities

• monitoring students' dress code and appearance

• support students in preparation for school events

• monitoring the use of student diaries

• in-depth monitoring of each students' learning and progress, including review and target setting and:

- exercise books/files/course work

- identification of successful learning and those requiring attention via personal targets

- personal discussion — concerns — reviewing outcome (learning conversations: ref: Personalised Learning Policy)

• preparation for further education

• supporting revision for examinations

• producing written reports for parents

• consulting with parents to discuss their child's progress

• be actively involved in the pastoral support for the student as outlined in the pastoral and behaviour policy.

Written September 2002, reviewed May 2007, March 2008

Behaviour & Pastoral Support Policy:

Page 7 of 7

Last Reviewed: January 2010