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Behaviour for Learning Policy & Guidance

Brighouse High School

Policy Number:-

22

Policy Name:-

Behaviour for Learning Policy

and Guidance

Policy Date:-

September 2016

Date Approved:-

November 2018

Reviewer:-

S Bishop

Review Date: September 2018

Behaviour for Learning

Policy and Guidance


Contents

PART A

1. Behaviour for Learning Policy ------------------Page 3

1.1 Preventative discipline 1.2 Corrective discipline 1.3 Supportive discipline

2. Roles and Responsibilities ------------------Page 6

2.1 Classroom teacher 2.2 Role of Head of Department and detentions 2.3 Role of Head of Year and detentions 2.4 Role of Pastoral Administrators 2.5 Behaviour Support & Inclusion Support Co-ordinator 2.6 School Council 2.7 Clarification of the detention system

3. Attendance and Punctuality ------------------Page 12

3.1 Attendance Officer 3.2 Form Tutors 3.3 Subject Teachers 3.4 Heads of Year

4. Positive Behaviour Management Strategies ------------------Page 13

4.1 Reward System 4.2 Supportive Discipline Systems 4.3 Exclusion (fixed term) 4.4 Senior Tutors Disciplinary Committee 4.5 The Governors Disciplinary Committee

5. Dealing with specific incidents ------------------Page 20

5.1 Out of the Classroom misbehaviour 5.2 Physical or Verbal abuse to staff or pupil 5.3 Smoking incidents 5.4 Substance misuse 5.5 Dealing with physical violence 5.6 Dealing with incorrect or no equipment & PE kit 5.7 Disturbing the learning of others (low level disruption) 5.8 Mobile phone policy 5.9 Uniform

PART B

1. Behaviour for Learning Toolkit ------------------page 28

Example strategies

Behaviour reporting systems, B for L policy Flowchart & ------------------page 42

Pastoral Structure


1 Behaviour for Learning Policy

AIMS of the Positive Behaviour Policy:-

To develop students’ self-discipline and self-control

To enable students to be on task with their learning

To enhance a student’s self-esteem

To encourage accountability for behaviour

To encourage individual students to recognise and respect the rights of others

To affirm co-operation as well as responsible independence in learning

To promote the values of honesty, fairness and respect for others

To enable rational conflict-resolution. The Behaviour Policy should be read in conjunction with:-

Anti-bullying Policy

Restraint Policy

Knives and Weapons Staff at Brighouse High School are asked to work within a framework of preventative, corrective and supportive approaches to discipline. Staff are provided with more detailed guidance on positive attitudes and responsibilities expected of staff at Brighouse High School. They should be used as the basis for consistent and reasonable dealings with students. The priority is that all staff should encourage and maintain the highest possible standards of work, recreation and behaviour, as is inherent in the schools’ basic aims. Positive expectation is essential. In general terms, all individuals within the school community need to recognise the rights and needs of others. Staff should always speak reasonably to students, and the students in turn should also adopt a well-mannered and considerate attitude towards the staff. Outright confrontation and no win situations should be avoided, as a controlled reprimand can be most effective. If a situation cannot be so resolved, however, then it may prove desirable to involve a senior member of staff. In the classroom and around school it is essential that students are provided with a stable, supportive, learning environment. This can and will be achieved by embedding the following three disciplines:-

1.1 Preventative discipline

Promotion of the RESPECT ethos

Clear classroom rules

Clear expectations about work

Attractive environment

Well-planned room

Adequate resources

Appropriate curriculum organisation

Setting up a time out area

Establish effective routines


Achieving the above must be a priority for all teachers as there are clear links between the content and delivery of the school curriculum and the motivation and behaviour of its pupils.

Achieving these can also be supported by:-

Creating and maintaining a positive learning atmosphere

Carefully preparing stimulating lessons to generate responsible behaviour and to earn respect

Being prompt to the classroom and beginning lessons on time

Keeping everyone occupied and interested for the whole lesson

Extending and motivating all students so that they are all given opportunities to achieve their own full potential

Marking work promptly and constructively

Setting homework consistently according to the timetable

Encouraging creative dialogue

Maintaining an attractive, clean, tidy room

Providing interesting wall displays, preferably of students’ own work

Using seating plans

We aim to enable, enhance, encourage and promote the following ethos of ‘RESPECT’ at

Brighouse High School.

The ‘RESPECT’ ethos is based on the school expectations for all students.

In every lesson:- You are expected to:- 1 Arrive on time 1 Be polite and caring towards others 2 Be ready to begin 2 Respect other people and their property 3 Contribute positively 3 Move about the building sensibly 4 Work hard 4 Keep the school graffiti free 5 Be polite and respect the rights of others 5 Arrive at school on time 6 Keep the room clean and tidy 6 Wear correct uniform

7 Look after the building


1.2 Corrective discipline Consequences of not following the Behaviour Management Policy A range of sanctions and strategies should be used to address inappropriate behaviour and ensure a focus on high quality learning. When a pupil behaves inappropriately, the following responses are considered appropriate:-

Tactically ignoring some behaviours

Simple directions or warnings

Defusing conflict

Restating classroom rules (RESPECT)

Giving simple choices

Using time out

The following positive behaviour management strategies may be used:-

Detention (S13 lunch DT or one of the stage approach DT)

Report (Blue, Red, Amber & Green)

On Call system

Isolation – S17

Remove and support – S28

Internal exclusion

Referred to Inclusion Unit, Halifax Road (lunchtimes, fixed term or permanent)

Alternative to Exclusion (Placement in another school inclusion unit) External exclusion

Senior Tutors Disciplinary (for persistent issues)

Meeting with parents

Governors Disciplinary Committee

Referral to BAC for a managed move.

1.3 Supportive discipline It is the teacher’s responsibility to take steps to re-establish a good working relationship with pupils when the behaviour policy has been breached. Staff should:-

Follow up disruptions later (avoiding confrontation whenever possible)

Encourage students whenever possible

Develop contracts

Develop and maintain a climate of respect

Apply a ‘team approach’ to solving discipline problems by working with department members, form tutors and Heads of Year.

Refer to the ‘RESPECT’ ethos of the school

The following strategies may be used at any time as part of a supportive approach:-

Positive database and reward system

Homework club – this is initially for those pupils who are frequently in homework detention, or pupils in KS4 who are having difficulty getting coursework/homework completed on time

Contact with parents through planners, letters or telephone calls

Circle time

Mentoring – used as a method of support usually following a Senior Tutors or

Governors Disciplinary Meeting

Planners placed on desks at the start of all KS3 lessons so that staff can communicate positives or concerns

Report (subject and Head of Year report card – blue, red, amber & green)

Referral to counselling

Referral to Learning Support

Referral to other agencies


2 Roles and Responsibilities

2.1 Classroom Teacher As always the classroom teacher has responsibility for good order in the classroom. High quality planning and teaching & learning is the highest priority to support good behaviour. Staff should use the following procedures:-

1) Inattention or minor disruption – remind pupils of RESPECT ethos when difficulties arise and use the ‘Please do as you are asked first time every time’ (+10 seconds) rule.

2) Minor disruption occurs or a pupil breaks the simple classroom rules they may be asked to wait outside the classroom for 2 - 5 minutes to ‘cool off’. The pupil will be readmitted to the classroom when the member of staff has been given assurances about their conduct. This may result in a detention if the member of staff considers this appropriate. If classwork or homework is incomplete or unfinished on time - this may result in the first instance in a Teacher Led Detention (TLD) at lunchtime or break time with the subject teacher. Centralised detentions arranged by subject teacher will be logged on SIMS following the guidelines of our detention system.

3) Repeated disruption – Warning given and isolation of pupil in class, or change of seating plans/ possibly detention issued.

4) Continued inappropriate behaviour will result in a warning. After 2 warnings the student may be sent to S17 or ask for On Call. All pupils who are sent to S17 will have a lunch time detention in S13 the following day and should be visited by the teacher who sent them and parents will be informed. Subject teacher to log incident on SIMS and detention given.

5) Teachers must complete a SIMS incident form when a detention is given, S17 and/ or On

Call is used. If the teacher is referring the incident onto Form tutor, Head of Department or Head of Year they must send a SIMS message to the relevant person(s) when saving the SIMS incident form. For further support on completing a SIMS incident form refer to the ‘Recording Behaviour Incidents in SIMS’ and refer to the ‘Recording behaviour incidents using SIMS’ support sheet for who to refer the incident to.

6) Pupils can be sent to S17 as a consequence of a serious offence, persistent disruption, or persistent breach of the behaviour policy. S17 is used in two ways as a corrective discipline and these are lesson by lesson isolation and part or full day isolation:-

The lesson by lesson isolation can be used by all teaching staff as an end result of a stepped process, refer to section 2.1.

Part or full day isolation can only be arranged by the HOY in discussion with a Deputy Headteacher or Line Manager.

Pupils may also work in S17 as an alternative to the Inclusion Unit, or fixed term exclusion and this will be arranged by the HOY and Line Manager or Deputy Headteacher.


Arrangements are:- Lesson by lesson isolation

Subject teacher must complete a S17 slip and explain to the student why they are being sent to S17. If the student refuses to go to S17 follow the ‘On Call’ system.

The student must be given work to complete whilst in S17.

Students will have the use of a computer in S17 and teachers are able to set work with the use of an educational programme or resources on the school ‘common drive’.

Students will be expected to spend at least 10 minutes working on the ‘Behaviour Online’ programme. Students will complete a section relevant to the reason why they were sent to S17.

A behaviour incident form on SIMs must be completed with ‘S17’ as the ‘action taken’ and select ‘further intervention required’. The relevant HoY & PA must receive a SIMS message to notify them of the incident.

Students who are sent to S17 will automatically be put on a lunch detention the following school day in S13. Students will be notified/ reminded during period 4 before the detention.

Staff supervising S17 will follow the instructions below. Heads of Department must update the resources available for S17 on a termly basis. Resources can be available electronically or using a textbook/ worksheet. Part or full day isolation (internal exclusion)

Pupils will be isolated for a set time and this will depend on the severity of the incident or incidents over time.

Isolation will be arranged by the HOY in discussion with a Deputy Headteacher or Line Manager.

The Head of Year should organise / liaise with the Pastoral Administrator on picking up the student from reception and taken to S17 for isolation.

Work should be arranged by the HOY/Pastoral Administrator. Subject teachers should provide work promptly and the year PA will communicate directly with the teachers prior to the isolation.

Students will have the use of a computer in S17 and teachers are able to set work with the use of an educational programme or resources on the school ‘common drive’.

Students will be expected to spend at least 10 minutes working on the ‘Behaviour Online’ programme. Students will complete a section relevant to the reason(s) why they are in isolation.

Register of pupils present will be communicated to the main office every morning and entered in the S17 register.

Following a period of being isolated in S17, pupils are reintegrated to school.

Staff supervising S17 will follow the instructions below.

Pupils will be supervised during break and lunch. Duties on S block are modified to supervise isolated students in S17 during break and lunch as follows:-

o Break - The year Pastoral Administrator will take the isolated student(s) to the dining room at 11.00 for food and a drink. The student will then spend break in S17 supervised by a duty HoY.

o Lunch - The student will be collected at 1.10 and eat lunch in the dining room. At 1.25 he/she will spend lunch in S17 by a member of SMT during lunch time 1.25-2.10.

Heads of Department update the resources available for S17 on a termly basis. Resources can be available electronically or using a textbook.


Instructions for staff supervising S17

Complete the S17 register for all students working in S17 and complete all boxes.

Check the cubicle before and after a student has worked there. Any damages or issues must be recorded on the register for further sanctions to be given.

Students are not to talk to each other and must raise their hand if they want to speak to the supervising member of staff.

If the student arrives with no work the supervising member of staff can do one of the following:-

o Ring the year PA to collect work for the student(s) in part or full day isolation.

o Have the student log onto the ‘Behaviour Online’ programme and complete

the relevant topic based on why they were sent to S17. For example

‘rudeness’. Alternatively you can print the resource and have the student

complete specific questions.

o Complete resources in the folder provided by the Head of Departments

o Have the student log into their user area on the computer and access work

they can complete for that subject. For example, MyMaths.

o If the student is in KS4 they can complete project / course work for the

relevant subject.

Resources in S17 will be updated regularly. If resources are not available for a specific subject, please notify SB.

The use of S17 will be monitored to:- o Identify pupils who regularly get sent to S17 o Support staff who are experiencing difficulties with a particular pupil or class. o To ensure it is used appropriately.

There will be a ‘consequence ladder’ of discipline for pupils who are sent to S17 on a frequent basis.

o Twice in a week – seen by Head teacher o Second time – twice in a week, isolated until 4pm and parents contacted. o Third time - twice in a week, excluded and parents invited in.

Pupils will also be mentored to work on behavioural issues. A variety of resources will be used over a six week period from the BCAP (Behaviour, Citizenship Awareness Programme) intervention programme.

7) A member of the SMT/Pastoral Team will be ‘on call’ at all times if problems arise. Please

send a responsible pupil or support staff to the office and a senior member of staff will be with you as soon as possible. You may consider on call when:-

Pupil refuses to go to S17 or move.

A number of pupils are not responding to rules and guidelines of the classroom.

Concerns over a pupil’s welfare.

Physical or severe verbal abuse between pupils or staff.

The use of offensive language designed to hurt (racist, sexist insults)

A punch, slap or kick intended to hurt

Swearing at the teacher or classroom assistant.

Dangerous behaviour deemed as a health and safety risk to others (throwing objects, picking up chairs, threatening others)

On Call incidents will be recorded on SIMS by SMT or year Pastoral Administrator. These will be recorded and reported daily for relevant HOYs and SMT. Monitoring of ‘on call’ is carried out by the Deputy Headteacher in order to provide effective support and improve behaviour.


2.2 Role of Head of Department and Detentions Heads of Department will ensure that members of the department are using the consequences appropriately. Heads of Department will support subject staff when required during Teacher Led Detentions. Head of Department will supervise stage 2 Tuesday lunchtime and stage 3 Wednesday afterschool detentions on a five weekly rotation system. The focus of all detentions is on raising achievement and appropriate work should be set by the subject teacher. Detention registers are accessible on SIMS.

2.3 Role of Heads of Year and Detentions The Head of Year will receive the SIMS behaviour incident form as well as a SIMS message notifying them of behaviour incidents. The Head of Year will decide whether further action is necessary and will complete the action taken and any further details once resolved. If a pupil fails to attend a TLD in the first instance this should be investigated by the subject teacher or Head of Department find out reasons and logged on SIMS as a centralised detention for the following week. Pupils who fail to attend a stage 2 (Tuesday lunch) or stage 3 (Wednesday afterschool) detention will need to be referred to the next staged detention and parents notified. HOY or Pastoral Administrator are to communicate with the students reception regarding follow up outcome of the missed detention.

Senior staff / HOY will ensure pupils attend senior S13 detention by:-

a) Collection from lessons.

b) Isolation including breaks and lunchtimes.

2.4 Role of the Pastoral Administrator Pastoral Administrators are assigned to KS3, 4 and transition. Their principle role is to support HOY in administrative duties and contribute to pupil attendance, reporting and rewards system. The Pastoral Administrators play a key role in supporting, counselling and mentoring pupils. They are the first point of contact for parents.

2.5 Behaviour Support and Inclusion Support The school has a Behaviour and Inclusion team who work with groups and individuals at Key Stages 3 and 4. The aim of the inclusion support is to establish alternative modified systems and procedures for pupils (mainly those with challenging behaviour) who find it hard to cope with mainstream provisions and / or whose needs are not being met in the usual way. Cases can be referred to Behaviour and Inclusion Support via the SMT line manager for Inclusion. The Inclusion team work in providing in-class support, engagement activities out of mainstream lessons, overseeing alternative provision and on a one to one basis with pupils. The Assistant Headteacher (Inclusion) co-ordinates support for pupils in the Nurture Room and the Inclusion Unit, liaising with outside agencies to provide alternative provision and support for vulnerable pupils.


2.6 School Council The School Council regularly reviews aspects of the behaviour policy and makes recommendation for improvement or change. Uniform rules for instance, are reviewed by the council and changes to the rules approved by the council representatives. The council members played a key role in establishing the RESPECT agenda. Issues and concerns relating to behaviour can be raised with the form representatives at any time and if appropriate discussed at the full council meeting.

2.7 Clarification of detention system

Centralised detention system has a staged approach based on the number of detentions a

pupil accumulates within a school week. This system has replace all existing detentions.

Students will be informed of a scheduled detention on a Monday, followed by a text home.

A summary of the new system can be seen below.

Teacher Led Detention (TLD)

When: Break, Lunch or After School Triggers: Minor subject or form issues Organised by a subject teacher or Form Tutor. Allows pupils an opportunity to complete missed homework, classwork and/or to discuss behaviour concerns. Not recorded in the centralised system but failure to attend will result in a Stage 2 Detention.

Lunchtime Detention

When: Tuesday - 13.25 – 13.45 – S13

Triggers: Pupils being issued with ONE Detention in a one week period, failure to attend a

Stage 1 TLD, failure to follow the behaviour policy and/or pastoral issues (late

marks, uniform)

Pupils will be informed of the Detention by their Form Tutor, followed by a text home

After School Detention

When: Wednesday - 15.10 - 16.00 – Dining Hall (50 minutes) Triggers: Pupils being issued with TWO Detentions in a one week period, failure to attend Stage 2 Lunchtime Detention, and/or subject or pastoral matter or more significant misdemeanours as decided by HOY/SMT

Pupils will be informed of the Detention by the School Office. Detention slip signed by pupil,

followed by a text home

1

2

3


3 Attendance and Punctuality Excellent attendance and punctuality should be encouraged at all times. All staff share responsibility for checking & promoting good attendance and punctuality. The following are key roles in the process:- -

3.1 Attendance Officer

All parents are made aware that they must inform the school office or the attendance officer of any absences or appointments via text message or phone call. Appointment can also be noted in the student planner.

A letter will be sent home the following week of any absences not covered and this will be signed by the attendance officer.

After three days of absence without notification by parents / carers the attendance officer will complete a home visit.

3.2 Form Tutors

SIMS online registration must be completed accurately by the teacher.

Registration is important and must be accurate for reasons of health & safety and because it is required by law.

After School Detention

When: Thursday - 15:10 – 16.30 – Dining Hall (80 minutes) Triggers: Pupil being issued with THREE Detentions in a one week period, failing to

attend the 50 minute Stage 3 Detention, S17 isolation twice in a one week

period or more significant misdemeanours as decided by HOY/SMT

Pupils informed by the School Office and asked to sign in detention slip followed by a text home

Full Day Isolation (08.45 – 16.00)

When: Day agreed with the Senior Leadership Team

Triggered: Pupil being issued with FOUR Detentions in a one week period, failing to attend

a Stage 4 Detention, S17 isolation (more than twice in a week period)

Arranged by the Head of Year and Pastoral Administrator). Pupils will be informed of the

Detention by the Head of Year, followed by a phone call home

S13 Lunch Detention (13.25 – 13.25)

Pupils sent to S17 Isolation will attend a Stage 3 Detention the following day

S17

4

5


Registers must be completed on SIMS at 8.45 a.m. Registers should be closed at 9 a.m. Form tutor must add how many minutes late to any pupil with the ‘L’ code. The attendance officer will ensure that attendance in the afternoons is checked.

Pupils arriving late to AM registration without a valid reason will attend a break time TLD with the attendance officer.

Form tutors should congratulate good attenders, use the reward system, and check on regular/ frequent absence.

3.3 Subject Teachers

Class teachers must complete a SIMS attendance register for every lesson.

Registration in period 4 (12.25) counts as the afternoon registration record.

At the end of lunch the first bell at 14.05 is a signal for pupils and staff to make their way to period 5. Period 5 starts at 14.10 and pupils arriving at the lesson after 14.10 should be marked as late. Subject teacher must add how many minutes late to the ‘L’ code.

Reasons for absence should be checked with the group and on SIMS, particularly if truancy is suspected.

If, after a check, the subject teacher considers truancy to be likely, the teacher should inform the attendance officer or on call.

Pupils should only be allowed out of lessons with the permission of the member of staff by using their planner or using a corridor pass. (one pupil at a time!).

Spot checks on lesson attendance will be made periodically by the Attendance Officer and On Call.

3.4 Heads of Year

Heads of Year work with subject teachers and the attendance officer to closely monitor attendance and punctuality issues.

Heads of Year will contact parents and arrange meetings where issues arise.

Heads of Year will promote and reward good attendance and punctuality especially via assemblies.


4 Positive Behaviour Management Systems

4.1 Reward System The aim of the reward system is to recognise effort and success at all levels in all areas of school life. Always try the positive approach before applying sanctions. All staff have a responsibility to give praise, during lessons and at other times, when they are with students. Regular recognition of effort, performance and behaviour is important in developing pupils’ confidence and self-esteem. There are many ways to reward students who are succeeding or improving:-

Using the RESPECT point system to reward academic, community, positive behaviour and extra-curricular successes.

Making constructive remarks in exercise books and files.

Teachers using the RESPECT stamp as part of the marking policy when awarding a RESPECT point

Recognising success of differing kinds in assemblies and form time - appropriate positive comments during assembly to whole year group

Displaying work in classroom and corridors

End of year reward

Being as positive as possible when interviewing students and when writing reports

Sending letters of encouragement and praise to parents

Ensuring that the Headteacher, Deputy Heads, Heads of Year, Heads of Department, are actively given opportunities to praise individuals for good work and/or effort

Supporting the reward system at Junior Prize Giving and Rewards Assemblies

Using the student planner to acknowledge positive contributions to school life. The reward system aims to reward the positive behaviour that is prevalent at Brighouse High School and provide incentives and encouragement to all pupils to participate:-

KS3 and 4 pupils are rewarded with RESPECT points which can be ‘cashed’ in for a variety of prizes and also invited to attend other rewards eg. Rewards Lunches.

Pupils will gain at least one RESPECT point every lesson if they meet all of the RESPECT expectations.

Further RESPECT points will be based on four categories, Academic, Community, Positive behaviour & attendance and Extra-curricular.

Rewards are coordinated by the Pastoral Administrators and AHoY’s. o PA’s will keep a tally of both ‘earned’ and ‘available’ points and provide form tutors with

a prize order form four times a year. (October, December, April and July) o Pupils can cash in their points on a prize i.e. queue jump pass and these points are

deducted from their ‘available’ points total.

RESPECT points will be displayed on tutor group notice boards with individual totals. Both ‘earned’ and ‘available’ totals will be displayed.

Pupils keep a record of their RESPECT point totals in their planners on a regular basis.

Year group totals are displayed on the relevant year group notice board every half term. House points will also be displayed.

SMT will support the year team they line manage during celebrations i.e. rewards breakfast, rewards lunch and rewards assemblies every half term.

Heads of Department will support their subject teachers and the pastoral leaders to make rewards accessible within all lessons and extra-curricular activities.

Parents will be informed when a pupil reaches a milestone with a text home and pupils will receive a certificate. Subject teachers will use post cards to acknowledge success in one of the four categories.

Subject teachers, pastoral leaders and SMT can request a Headteacher certificate for outstanding achievement and/or contribution.


Prizes

Cashed in prizes Points

Other prizes

Stationary (pen/pencil/ruler/highlighter)

200

50 per item

Form group breakfast

Form group with the best average attendance, rewards totals and least behaviour points in each year group. Served by the HoY, form tutor and SMT line manager every half term.

Reserved seating in dining hall or café

200

Computer room pass for lunch time

200

Queue jump pass 400

Rewards assembly

Pupils with zero behaviour points, 100% attendance and zero uniform slips are entered into a half termly prize raffle. One boy and one girl will be awarded a prize for each category. All pupils listed in each category will also receive 10 RESPECT points.

Sports equipment (football, rugby ball, netball, basketball)

500

High Street vouchers £5 £10 £15

500 750 1000

Rewards lunch

Rewards lunch is held at 13.00 and the menu is decided by the school council. The top six pupils with the most RESPECT points in each form group in a term (October, December, April & July) are invited.

Prom Ticket (contribution)

Leavers Hoody (contribution)

Film afternoon

With pizza, popcorn and drinks for the top 30 pupils in each year group.

Yearbook (contribution)

Big prize

The top six pupils with the most overall RESPECT points in each form group will be entered into a prize draw by the head teacher and presented in end of year whole school assembly.

Points Structure

All points must be earned through achieving one of the four categories and all point stages will result in a positive text home and a certificate presented in assembly.

250 Points = Bronze Certificate & Text

500 Points = Silver Certificate & Text

750 Points = Gold Certificate & Text

1000 Points = Head teacher Certificate & Text

1250 Points = Governor Certificate & Text

The reward system is made clear to all students by all HOYs during assembly.

Good attendance certificates are awarded termly.

Subject certificates are awarded for attainment or effort in a particular subject. For this system to work all teachers must adopt a consistent approach by actually awarding RESPECT points and postcards in the agreed manner.


Use of Planners Planners should be used to support positive behaviour by:-

Recording RESPECT points, achievements, homework, subject/personal targets and recording of house points.

Communication with parents on pupils progress, attendance and behaviour. At the start of each KS3 & 4 lessons all planners must be out on the desk to aid communication between home and school.

Example of how and when to reward students:-

RESPECT points (some ideas):-

Academic

Neat and well-presented book

Model Work Consistent / Improvement in concentration, effort or presentation of work. Making a significant contribution in class Participation in discussion, role plays or presentation. Offering to answer or volunteering to answer a question. Completing extra work / research / Activities Consistently working hard. Good research skills. Homework - Consistently or Improvement in meeting deadlines, Good or outstanding piece of work/homework. Personal achievement in coursework, classwork or test. Reaches/exceeds subject target. Taking on a responsibility in class. Demonstrating initiative or foresight.

Community

Helping another pupil or member of staff. Supportive towards other pupils. Prefect duties Mentor duties Volunteers at special events (per event) Assisting staff with the organisation of an event or performance. Organising or being involved in a community based event or project. Election to the Student Council and form rep Picking up litter or contributing to the school environment Helping a pupil, staff or visitor

Positive behaviour & attendance

Positive attitude.

Effective use and organised student planner.

Staying behind to clear a classroom

Showing resilience/overcoming a personal difficulty.

Contribution and/ or support the British Values of the school

Perfect Uniform (half termly - FT)

Zero behaviour incidents (per half term - PA)

100% Attendance (per half term - PA)

Pupil of the week (HoY)


Extra-curricular

Participating in an extra-curricular activity/ club

Leading, officiating or volunteering towards an extra-curricular activity

Musical performance

School production.

Sporting Achievements / Teams (per match, practice)

Sporting excellence and achievement

Participating in the Duke of Edinburgh Award Postcards (some ideas):-

Completion of coursework.

Outstanding piece of work/homework.

Good research skills.

Consistently working hard.

Personal achievement in coursework/classwork or test.

4.2 Supportive Discipline Systems 4.2a Engagement – Remove and Support

Pupils can be referred to The KS3 or KS4 Engagement programme as a supportive measure which

will work in conjunction with the Corrective Discipline sanctions set out in Section 1.2. Pupils may

only be referred to the Engagement programme as part of organised alternative provision; to be

arranged by the HOY in discussion with the Assistant Headteacher.

The KS3 and 4 Engagement programmes seek to support students who have persistently failed to

follow the Behaviour Management Policy and who have already had their inappropriate behaviours

addressed by Corrective Discipline. Students will access the Engagement programme on a partial

timetable to ensure continuity with the mainstream curriculum. Students can also access therapy

and Supportive Discipline Strategies such as Circle Time, Anger Management and 1:1 Behaviour

Mentoring as part of the Engagement programme as well as horticulture, mountain biking and gym

training.

Arrangements are:-

The Head of Year should liaise with the Assistant Headteacher after the following aspects of the Behaviour Management Policy have been used:-

o Detention (department, pastoral and Senior Tutors) o Report (Blue, Red Amber and Green) o Isolation S17 o Senior Tutors Disciplinary

A timetable with be drawn up, following discussion with the Head of Year, Assistant Headteacher and Inclusion Manager for lessons which the student will access the Engagement programme. An Individual Behaviour Plan will also be drawn up at this stage to address the student’s issues and barriers to their learning.

There will be a time scale of 3-4 weeks set initially, after which a review of successes and areas for development will be assessed and a further timescale set with a view to decreasing and eventually ceasing the student’s need for support. The Individual Behaviour Plan will then be updated and will provide teaching staff with a “toolkit” to enable students to be reintegrated into their mainstream lessons.


4.2a Inclusion Unit

Pupils can be referred to the Inclusion Unit as a consequence of persistent or serious breaches of

the behaviour policy. Pupils may also be referred to the Inclusion Unit as part of AHT i/c Inclusion

organised alternative provision in consultation with SMT. This sanction can only be arranged by the

HOY in discussion with SMT.

Arrangements are:-

Pupils will be referred to the Inclusion Unit at Halifax Road

The Head of Year should organise/liaise with Inclusion Unit staff

Work should be arranged by the HOY/Pastoral Administrator (some books/sheets are available).

Subject teachers should provide work promptly.

Parents should be informed and if pupils live locally they should go straight to Halifax road and be dismissed from there.

The Inclusion Unit operates from 11:-30 – 3:-30. Parents are encouraged to bring pupils to the Inclusion Unit on the first day to meet the staff there

A packed lunch must be provided or lunch can be provided using the 6th form system and deducted from the student’s account at Finkil Street.

Pupils will need to be supervised during the lunch hour – there is a member of staff on duty every day at Halifax Road.

Register of pupils present will be communicated to main office every morning.

Following a period in the Inclusion Unit, most pupils are reintegrated into school:-

Pupils may also work in isolation at the Finkil Street site as an alternative to the Inclusion Unit, or

fixed term exclusion. S17 can, on occasions, be used for this purpose.

4.2c – The Nurture Room

Pupils can be referred to the Nurture Room as a consequence of significant emotional and / or

mental health needs. Pupils may only be referred to the Nurture Room during school hours as part

of organised alternative provision; to be arranged by the HOY in discussion with the Deputy

Headteacher or Assistant Headteacher.

Arrangements are:-

The Nurture Room Breakfast Club is available to support vulnerable pupils and to engender a positive and nurturing start to the school day.

Students can access counselling and / or other alternative therapies from the Nurture Room in liaison with the Deputy Headteacher and the Assistant Headteacher.

The Nurture Room is a safe and quiet space where students might go, with LSA support, to complete work at other periods in the day with agreement from the SENCO or Assistant SENCO


4.3 Exclusion (fixed term) Brighouse High School’s aim is to create a safe, educational environment for pupils and staff. Exclusion means that a pupil will be deprived of education with his/her peers in school. As such it will be used as a last resort rather than as a normal sanction for bad behaviour. It comes at the end of a graduated system of sanctions, all of which have to be recorded fully and kept in the pupils file. Fixed term exclusion can also be used as a punishment for one off serious incidents. Reasons for exclusions

Constant disruption which affects the behaviour of others.

Lack of respect.

Dangers to other pupils and staff.

Bullying.

Violence and aggression.

Misuse/abuse of substances.

Last resort when all other strategies have failed.

Other issues deemed to be serious by the SMT/Pastoral team.

The Headteacher will decide on the appropriate tariff for fixed term exclusions, usually in a range of 1 to 5 days. On the 6th day of a fixed term exclusion, the school has a responsibility to provide education for a pupil.

In determining fixed term exclusions Brighouse High has regard to DfE ‘Exclusion from maintained schools, academies and pupil referral units in England' - Statutory guidance for those with legal responsibilities in relation to exclusion - September 2017

Exclusion procedures The Headteacher makes the decision to exclude and takes into account the following:-

The pupil’s previous record.

The degree of severity of the behaviour, the frequency of its occurrence and the Likelihood of it re-occurring.

Whether or not the behaviour of the pupil will impair the normal functioning of the pupil or other pupils in the school

Whether behaviour away from the school has a serious impact on the life of the school.

The degree to which the behaviour was a violation of one or more rules and the relative importance of the rules.

Has consideration been given to seeking support of other agencies? After exclusions pupils are re-introduced to school and the following reintegration strategies may be used:-

Meet with HOY/SMT

Governors Disciplinary Committee.

Support given via school and/or outside agencies.

Meet with parents at point of reintegration or during exclusion.

4.4 Senior Tutors Disciplinary Committee The Senior Tutors Disciplinary Committee is convened when a pupil is increasingly causing concern, possibly in several areas of school life and when strategies used to date have been unsuccessful in modifying work and/or behaviour. It is convened at the discretion of the Head of Year in consultation with the form tutor. Recommendations should be made to the deputy head


teacher who with the Head of Year is responsible for making the necessary arrangements. The members of the committee are as follows:-

The SMT Line Manager – chairs and minutes the meeting

The child and their parents/guardians

The Head of Year presents the case

The Form Tutor acts as support for the child when required.

The aim of the Senior Tutors Committee meeting is to set targets for improvements and to identify areas where the child may need support to reach the agreed targets. A Pastoral Support Plan should be drawn up as a result of this meeting. The targets are reviewed after approximately six weeks. NB – Referral to S28 may be used as a Senior Tutor Disciplinary Strategy.

4.5 The Governors Disciplinary Committee They would be convened under the following circumstances only:-

If the targets set at the Senior Tutors disciplinary has not been met

If an incident of a very serious nature had occurred and the child had been excluded from school – the committee would be part of the re-integration of the child back into school.

FJW will be responsible for setting up Governors Disciplinary Committees in discussion with the Head of Head of Year.

The members of the committee are as follows:-

Usually three Governors – one Governor to chair

The Head of Year will present the case

The Deputy Headteacher representing the school

The Child and their parents

Pastoral administrator or the Head of Year to minute the meeting.

The aim of the Committee is to emphasis the serious nature of the behaviour/attitude and to set targets through a modification of setting up of a pastoral support plan. Support will be provided if necessary and referrals to outside agencies and internal support made if deemed appropriate. The targets are reviewed after six weeks and may be followed by a formal interview with the Head and a Governor. A decision to permanently exclude is rare and is taken only:-

In response to serious or persistent breaches of the school’s behaviour policy

or:-

Where allowing a pupil to remain in school would seriously harm the education or welfare of the pupils or others in the school. In taking a decision to permanently exclude, the Headteacher has regard to DfE ‘Exclusion from maintained schools, academies and pupil referral units in England' - Statutory guidance for those with legal responsibilities in relation to exclusion - September 2017


5 Dealing with specific incidents

5.1 Out of the classroom misbehaviour

Instances of unreasonable or unacceptable behaviour during non-lesson time should be dealt with by the adult closest to the cause for concern. The pupil should be reprimanded and reminded of what is appropriate behaviour. If the staff member considers the matter to be sufficiently serious then he or she should contact the Head of Year or Senior Teacher who is On Call next lesson. It will then be the responsibility of that senior person to co-ordinate any necessary action. All incidents must be logged on SIMS and referred to the relevant person with a SIMS message being sent to notify them.

5.2 Physical or verbal abuse to staff or pupil Verbal and physical abuse is dealt with as a serious incident. All incidents will involve SMT or On Call to complete an in depth investigation and detailed statements will collated. The member of staff will complete a SIMS incident form and refer to HoY. Once all written statements are collected and confirmation of the incident is finalised, the Head teacher will have the final decision on the sanction given. Depending on seriousness of the incident the pupil will receive an immediate fixed term exclusion and parents invited to meet the Head teacher. Preventative

Clear expectations about behaviour given in assemblies and staff refer to the RESPECT ethos.

Corrective

The member of staff will complete a SIMS incident form in or complete a green form and refer to HoY.

Clarify incident - written statement / report. a. Education in isolation / fixed term exclusion. b. Inform parents - counselling.

Further incidents / or a very serious initial incident. a. Contact parents, b. Cooling off period. c. Invite parents and pupil into school. d. Escalate corrective strategies.

Supportive

Contract - to include counselling and close monitoring.

Re-admit pupil if excluded / isolated.

All incidents will be recorded by the Head of Year and logged on the database.

All Hate Incidents will be monitored by HOY’s / SMT.


5.3 Smoking incidents The school has a clear non-smoking rule and there will be staff presence in problem areas, e.g. toilets, behind Sports Hall, mobile classrooms, etc. If a pupil is caught smoking and depending on whether this is a repeat offense the pupil will receive an Isolation, One day exclusion, Two day exclusion, Senior Tutors disciplinary or a Governors Disciplinary. It will be assumed that if pupils are found for the second time amongst smokers that they have been smoking. The non-smoking rule applies to pupils on the way to and from school when wearing school uniform. Preventative

Clear non-smoking rules - staff presence in problem areas, e.g. toilets, behind Sports Hall, mobile classrooms, etc.

L4L lessons raise awareness of health issues. Corrective

First incident – Isolation SIMS incident form completed & referred to HoY – letter to parents.

Second incident – One day exclusion SIMS incident form completed & referred to HoY – letter to parents.

Third incident – Two day exclusion SIMS incident form completed – letter to parents – Parents invited in.

Fourth incident – Senior Tutors Supportive procedures.

Fifth incident – Governors Disciplinary.

It will be assumed that if pupils are found for the second time amongst smokers that they have been smoking.

Supportive

Programme of health education.

5.4 Substance misuse Carrying, selling or using any illegal substance on school site is strictly forbidden and the exclusion procedures will be followed. In the first instance the substance will be confiscated and the all pupils involved will be interviewed and parents invited into school. Once the pupil(s) have served their punishment they will receive counselling and re-integration back into school. Preventative

Assemblies to all year groups and complete a scheme of work in L4L.

Publish school rules - re-abuse and trafficking

Health Education Programme.

Supervision of school premises.


Corrective

clarify problem / incident

confiscate substance

interview pupil

inform parents - invite into school

follow discipline procedures as laid down in the Positive Behaviour policy

Involve Police if appropriate.

Supportive

Counselling and re-integration into school.

Support from external agencies e.g. Branching Out

5.5 Dealing with physical violence Preventative

Reiterate clear rules about physical violence.

Constant vigilance and quality supervision. Corrective

Clarify incident - written statement/report.

Education in isolation - letter home.

Depending on seriousness of incident - immediate fixed term exclusion, invite parents in - conference.

Conference may result in o re-admittance o contract o further external exclusion o other on Headteacher’s recommendation.

Re-occurrence - suspension, parents invited in as item 3.

Supportive

Counselling to occur at each stage - contracts and targets set.

5.6 Dealing with incorrect or no equipment & PE kit

Meeting all of the positive behaviour expectation (RESPECT ethos) means students must arrive to every lesson with the correct equipment and prepared to learn. Having the correct equipment supports a prompt and engaging start to the lesson. Students are expected to arrive with a pen, pencil, ruler, rubber and calculator.

In Physical Education students are expected to have:-

Indoor Trainers / outdoor studded boots

Navy football socks for outdoor lessons & white socks for indoor lessons

Sports shorts fitted or unisex (with school logo) - Navy/Sky

Short sleeve shirt (with school logo) - Navy/Sky

Sports Hoody (with school logo) - Navy/Sky

Polo shirt fitted or unisex (optional)- Navy/Sky

Preventative

Assemblies to all year groups

Reminders by form tutors and subject teachers.

Publish school expectations - RESPECT

Listed in all student planners.


Corrective

Remind the student of our expectations

Complete an equipment green slip

Note in planner to inform parent/ carer

Follow discipline procedures in the Positive Behaviour policy for persistent failures.

Supportive

Equipment available to buy in the library.

Subject teachers to have spare equipment available for students to use.

5.7 Disturbing the learning of others (low level disruption) Examples of behaviours which result in this includes:-

Chatting

Shouting out answers

Inappropriate questions

Ignoring instructions

Distracting others

Preventative

Have clear and consistent classroom rules & expectations through referring to the school

RESPECT ethos and display the poster in all classrooms & in planners.

These may include:-

Remind pupils of expectations at the beginning of the lesson (RESPECT).

Routines within lessons for when chatting is and isn’t allowed.

Have visual clues to reinforce expected behaviour,

Tactically ignore pupils who shout out the answers to questions even if they are correct.

Having hands up or random questioning system, i.e. lollypop sticks. Make it clear what sanctions will apply to students who don’t behave appropriately.

Pupils who are known to repeatedly ask inappropriate questions may be asked to think about what they want to ask before they do so.

For classes who ask a lot of questions that are relevant but can take the focus away from learning objectives / outcomes there are various tactics that could be used.

o For example, lego bricks, each pupil can only ask one question for each lego brick they have.

o Alternatively you could use a question book or post it note system throughout the lesson and address appropriate questions at the end during the plenary or the starter of the next lesson.

Pupils being off task, ignoring instructions and/or distracting others. Strategies to prevent this could include delivering information in short chunks with regular checks that pupils have understood instructions.

o Longer periods of time allocated to help pupils process and understand information.

o Visual material used to support spoken and written language.

o Overlearning / reinforcement of key concepts.

o Clear, concise and straightforward instructions.

o WAGOLL examples to minimise frustration and anxiety.

o The use of a variety of teaching methods to reduce barriers to learning.

The use of a seating plan (MINT software) can minimise the likelihood of certain students/groups of students causing a disturbance in lessons.


Corrective

If pupils are off task, not following instructions and / or distracting others consider the reason why

before handing out sanctions.

o Do they understand what you want them to do?

o Can they access the work you have given them?

If pupils are consistently distracting others move them within the classroom and consider permanent rearrangement of the seating plan.

If pupils shout out answers ignore them and ask the pupils who are doing what you expect, i.e. hands up or following a random questioning method for the answer instead. (refer to 7.2.12 Deliberate ignoring)

For pupils who regularly ask inappropriate questions ask them to consider if the question is relevant before they ask you, give them a minute to think about it and then come back to them. (Refer to 6.2.12 or 6.2.16 )

Corrective strategy may include:- 1) First incident

Remind the student(s) of the RESPECT expectations relating to the incident.

2) Second incident:- First warning

Student again reminded of the RESPECT expectations and name noted.

3) Third incident:- Second warning

As above, name x 2 noted.

4) Fourth incident:-

Student sent outside to ‘cool off’, ask for On Call or send to S17.

5) Any further incident requires intervention by HOD.

Supportive

Consistently praise pupils who are behaving appropriately and meet the RESPECT ethos.

Intervention given by the HoD

For pupils struggling to understand instructions consider what support may be needed for them to access your lessons.

o For example – key words with definitions help with reading questions, support assistant, differentiated worksheets.

Speak to any students who have been removed from lessons ahead of them re-joining the class – agree specific behaviour targets for subsequent lessons.

Publicly reward positive behaviours using stickers, pink forms, phone calls home, etc.


5.8 Mobile Phone Policy If a mobile phone and/or headphones are brought to school they should be turned off, out of sight

at all times and kept in a school bag or locker.

To prevent issues with mobile phones, Teachers, Form tutors, HoY and SMT should remind pupils

of the mobile phone policy regularly. The policy is displayed in the following:-

Pupil planner

Website

Posters displayed in classrooms

Corrective

Warning given when entering the school site. Ask pupil to switch off/put away phone

Phone confiscated from pupils and taken to office 1st offence in one term returned to pupil & 2nd offence parent, carers or nominated adult has to collect phone

If a student fails to cooperate and refuses to hand over the device the member of

staff will pass the student name to on call or a member of SMT.

Confrontation is not acceptable and sanctions such as an isolation or exclusion will

be given for not cooperating.

In the event of a pupil needing a mobile phone switched on in a lesson, they should carry a

note in their planner from the year Pastoral Administrator that permits this. However, the

phone should be on silent/vibrate in a pocket or in a school bag. Permission for this should

be requested by a parent in the form of a letter or telephone call which is given to the

relevant Pastoral Administrator.

Offence Action

Phone out in lesson and/or

being used with earphones.

Confiscation – collected from office at the end of school unless 2nd or

more offence when parent, carers or nominated adult must collect.

Phone outside of lesson

and / or being used

Confiscation – collected from office at the end of school unless 2nd or

more offence when parent, carers or nominated adult must collect.


5.9 Uniform All pupils are expected to wear their uniform with pride and to follow uniform rules outlined below.

Staff are asked to apply uniform rules consistently and uniform requirements will be displayed on

the website and around the school. .

Coats Only to be worn in the school building at the beginning and end of the day. Rest of

the time in bag/locker – if wet it can be hung over back of chair. Can be put on

outdoors, only. Uniform slip if students fail to follow this.

Footwear Plain (low heeled) black leather or leather-looking shoes (No trainers / boots /

pumps) No logo or writing and must be all black.

High heeled or backless shoes, boots, canvas, suede or fabric, Vans and Converse

style footwear are not appropriate

Tie To be worn at all times. Years 7, 8, 9 Clip on School Tie. Years 10, 11 School Tie.

Tie knots should be fully visible and clip on ties should be attached at the top of the

fully fastened shirt.

Shirts Pale blue shirt – worn tucked in to trousers / skirt and sleeves rolled down

Jewellery Only a watch and one stud in each ear for boys and girls (no stretchers, spikes or

tunnel type earrings). No bracelets and bands. All other jewellery will be

confiscated. All jewellery must be removed for PE/Games. No other form of body

piercing is allowed. (No nose, eye or lip studs permitted).

Nails Nails must be of a short length and a natural colour. (No polish, gels or acrylics)

Hair Hair should not be extreme in terms of style, cut or colour

Skirts Navy pleated skirt (narrow waist band, full length pleat with quarter stitched) with a

length to the top of the knee.

Trousers

- girls

Navy trousers (school type). Not cord, denim, cotton or leggings. Trousers must

not be of a legging style without waistband or pockets and they must be full length

rather than the three quarter length styles.

Trousers

- boys

Dark grey trousers (school type). Not cord, denim, cotton or skin tight fit trousers.

Socks /

tights

Plain dark socks (Standard length) or navy or black tights

No hats or Sweatshirts (other than official school sweatshirt)

No denim. Articles of clothing made of denim are not regarded as appropriate for wear to and

from school nor inside the school.

Checking Uniform

a) Pupils checked by form tutors (am) and subject teachers (pm) and allowed to sort out any problems with uniform.

b) At the start and end of each lesson subject teachers should check ties and uniform.


c) If pupils are seen wearing incorrect uniform in the corridor or in class a uniform slip has to be filled in and placed in the appropriate box outside the staffroom. A slip must be filled in for all pupils or the system will breakdown. Pupils should be tackled about their uniform – but if staff feel unable to do this but know the name of the pupil they should fill in the appropriate slip.

d) The slips will be collated and HOY detentions will be given. The parents of pupils causing problems with uniform will be contacted by the HOY / AHT.

e) Whole school monitoring of aspects of uniform take place on a regular basis.


1)

Behaviour for

Learning

Toolkit


Index

1. Top tips

2. Preventative Strategies

3. Focus on the positive

4. Using Positive Language

5. Teacher Styles

6. Pause Direction

7. Take-up Time

8. Controlled severity

9. Establish the allowed

10. Meet and sweep the room

11. The Three R’s:- Rigorous, Relentless Routines

12. Relationships matter

13. Ego-protecting

14. Deliberate ignoring

15. Sound Advice

16. KISS (Keep it short and simple)

17. Positive language

18. Either … or … choices

19. You can’t make me!

20. Mum’s the word!

21. Double ‘what’ questions

22. Using I instead of U!

23. R U OK?

24. What should you be doing?

25. Name … direction … thanks!

Behaviour reporting system Recording behaviour incidents using SIMS


Behaviour for Learning Toolkit This booklet contains a number of strategies which classroom teachers and other school staff should refer to, to help promote positive behaviour in lessons and around school.

1 TOP TIPS

☺ Always wait for silence when talking to the whole class (no matter how long it takes) - develop

strategies for getting silence.

☺ Quiet does not mean silence! What do you want?

☺ Always be relentlessly polite—it’s hard to be angry with someone who is smiling and calm.

☺ Always separate the behaviour from the person.

☺ Learn to focus on primary and not secondary behaviours like muttering, tutting and over

exaggerated movements.

☺ Avoid any kind of confrontation if possible—de-escalate situations.

☺ React from the head and not the heart—emotions cloud rational thoughts and decision making.

☺ Shouting at students is always a dead end.

☺ Use Non-Verbal signals as much as possible

☺ Control your voice (tone and volume)

☺ Use the ‘scratched CD’ approach when asking students to comply with any instructions.

☺ Be consistent but not rigid—apply rules fairly!

☺ Personalise your teaching—take time to find out what makes your students tick and who they

are.

☺ Know when to be flexible and when to walk away.

☺ Set clear boundaries and warn students before they reach them...

☺ Always give them ‘the choice’ to behave correctly.

☺ Intervene early—be vigilant! Visual and physical surfing.

☺ Know what support is available and use it—escape plan.

☺ Smile as much as is humanly possible—it helps?

☺ Be the ‘firm but fun’ type of teacher—assertive!

☺ Do not corner a student. Give them an opportunity to leave if they need to;


2 Preventative Strategies

Promoting effective Teaching and Learning styles can significantly promote good behaviour in the classroom. Good practice at Brighouse High School includes the following:-

1. Meet, greet and correct uniform.

2. Know your student’s names and show interest in them. Make a point of knowing one of their interests, and speak to them outside of the classroom.

3. RESPECT posters displayed in the classroom, and referred to when setting classroom expectations.

4. Lesson activities are engaging and challenging.

5. Variety of learning tasks and experiences are given to pupils to aide focus and commitment.

e.g. Group work Research Discussions Modelling

Pair work Role-play Presentation Peer and self-assessment

6. Seating plans (https:-//brighousehigh.mintclass.com/) All teachers must use seating

plans to plan for good behaviour and learning.

7. Use of planners to reward good work and communicate to parents.

8. Establishing good routines

9. Treating pupils with respect

10. Be positive with rewards and be descriptive on what it the reward is for.

11. Making sure the classroom is laid out to facilitate learning and that all materials and equipment are ready for use.

12. Homework is set and marked regularly 3 Focus on the Positive It is often necessary to get a class or individuals’ behaviour into perspective in order to maintain a positive atmosphere in the class. The following ten strategies are for all teaching staff at Brighouse High School when correcting low level behaviour. Refer to the RESPECT ethos of the school to remind a class or individuals of our school expectations.

What do you focus on?

The black dot represents the negative, disruptive behaviour of certain individuals or the class as a whole; the white square represents the positive behaviour of the majority. By focusing on the black dot, you are forgetting the white square.

The black dot in a white square.

What do you focus on?

https://brighousehigh.mintclass.com/


Wait until everyone is on task and engaged or near the end of the lesson to pick up on the late-comers, the noise makers and the student’s off-task, at the expense of reinforcing the good behaviour of the majority. For example when collecting homework focus on the bits you get in, rather than the ones you don’t. 4 Using Positive Language

Using positive language can be simple and avoids the language of demand. If you demand something of someone, for example, saying:- ‘If you don’t stop talking now you’ll be in detention!’, you’re actually allowing them two options:- Resist the demand and create temporary conflict Accede to the demand (and lose face)

Positive language of choice places responsibility for behaviour with the pupil. This approach acts as a bypass to the natural ‘resistance principle’, which occurs when we are told what to do by someone else. But, if the child continues to talk, the sanction can be applied as a logical consequence to their inappropriate choice. Teachers should regularly smile, give thumbs up, or say thanks to point out and reinforce when a pupil makes an appropriate choice. Instead of “will you stop talking’ you say “I’d like everyone listening, please”. Instead of “John, stop turning around and distracting Mike” you say “John, I’d like you facing this way and getting on with your work… thanks.” Consciously say ‘thanks’ all the time and it will make a difference majority of the time. 5 Teacher Styles The tough part of good discipline is that this comes with experience for many. It is about learning to be assertive without being autocratic. Assertive teacher Be an Assertive teacher. This teacher expects compliance but refuses to rely on power or role status to gain respect. The teacher plans for discipline, uses clear, firm direction and correction, but acts respectfully, keeping the aims of discipline clearly in mind. Indecisive teacher Don’t be an Indecisive teacher. Hoping for compliance but not insisting, being timid in the face of a challenge and pleading not directing. Autocratic teacher Don’t be the opposite and use power relationships to demand compliance without any room for choice. (No-one likes or wants a bullying teacher)


6 Pause Direction

Finishing any direction with a ‘please’ is polite but students often see this as a plea! They often choose not to follow the direction. If you use ‘thank you’ it gives a clear message, to the student, that you expect them to comply because you are thanking them before they do it. Using ‘thank you’ actually gives a greater sense of closure to any interaction.

Thank you implies a greater sense of obligation. You will be surprised how many people follow the instruction.

Just because you start talking, doesn’t mean the students can hear you. Make a deliberate pause between gaining a student’s attention and a direction to ensure they have had sufficient ‘take up’ time. Eg. “Michael pause…David…pause…could you face this way and listen, thanks”. How to do it:-

Use ‘thank you’, ‘thanks’ or cheers’ instead of ‘please’ at the end of any direction Believe that the student is going to comply with the direction Show your confidence by making eye contact when giving the direction Develop your own verbal expectation?

You gain their attention, with eye contact, before you say what you want to say. 7 Take-up Time

Some students thrive on confrontation. As the adult, it is up to us to avoid this at all costs. Try to avoid a stand-off as often as is possible. Give students a choice and a way out. The technique gives them ‘compliance time’ or ‘take up time’. By using this technique you are giving out subtle messages and avoiding the “come here Boy!” response. This type of response can be made less aggressive by simply saying, “Michael…(pause to gain attention)… come up here a second please.” Then deliberately look away… talk to someone else. Michael will come. In his own time. It also works in the corridor. “John, come over here for sec please…” then walk away to a private area, away from peers. John will follow and not lose face. You can then have a quiet word about the behaviour without the show-down. How to do it:-

Give clear, short and explicit instruction with eye-contact Drop eye-contact and immediately walk away and continue with the lesson (or, more

powerfully, praise another student for compliance) The expectation is for the student to comply When they comply, turn back and thank them sincerely.

8 Controlled severity A sharper, harder corrective tone that conveys:- “No! You will not do that –EVER!” Followed quickly by a return to the normal friendly, warm tone. Ideally, the simple sharp reprimand is all that is needed. Most teachers regarded as ‘good with discipline’ only need to use the severe tone occasionally – because it works and the class remember. The art is getting the balance:- not overused or generated from real anger. With good ‘controlled severity’ the boundary is not hit so often, because the pupils know exactly what will happen. Like a low voltage electric fence! You know where it is, without nagging or constant negotiation, and you know exactly what happens if you touch it – so you don’t go there.


The key is that the consequence is certain to happen and not the level of severity. Teachers who can never sound cross often struggle. Similarly, teachers who allow genuine anger to build up can also struggle. Avoid shouting and then failing to follow up with the consequences.

9 Establish the allowed This refers to the establishment phase with a new class. Right from the start, anything you allow becomes established as allowed; and anything you challenge is established as unacceptable. The classic is noise level and off-task talking. If you do not challenge students who talk while others talk, you establish that this OK. It is important to be consistent with these established behaviours and will make it harder to change these at a later date. Similarly with noise level. If you ask for ‘silence’ and then accept a general hubbub – then your message is ‘silence means general hubbub’. If you want silence – you have to insist on it. Refer to the preventative disciplines when planning for behaviour. Investing time in setting up routines, i.e. a signal for attention, how you come in and out of the classroom, the noise level. Talk about it explicitly and reinforce it regularly. The start of a new term is a good time. At any point, if you are not happy with the behaviour in your lessons, you have to address it explicitly. Otherwise, the message is that you accept it. 10 Meet and sweep the room This means all the small details of meeting them at the classroom door matter. Positive, open gestures, direct eye contact, smiles and assertive body language all matter. Be at the doorway – even when you are desperate to set up the computer or whatever else – be at the doorway. You can meet and greet your students with defiant optimism! Subtly assert your authority over the classroom by confidently allocating jobs:- ‘lower the blind'; ‘move the chairs'; ‘hand out the books’ and so on. Move about the room and get them working pronto:- shift bags and sweep around the room with unstinting confidence. Before they know what has hit them they can be learning stuff. 11 The Three Rs:- Rigorous, Relentless Routines Develop learning routines. Students love routines. Repeated teaching strategies help students feel secure. Following through on routines (like checking rigorously for homework) also makes students value their learning more. Ask yourself:- what are my routines? Take asking questions when they are stuck. We need a routine to stop the chaos of shouting out indiscriminately. Expect them to write down questions on a post it, rather than shouting across the room for help and support. Build that strategy up as a regular routine and train your students. If they shout out answers when you are conducting oral feedback then train them in the ABC feedback routine (Agree with; Build upon; Challenge) when feedback is accepted, but in a structured, routine fashion. 12 Relationships matter


Behaviour management is about routine and establishing control. This doesn’t equate with not valuing students. We create calmness and control because we value our students more than anything. No one individual student has a right to detract from the learning of others. When we establish firm parameters and high expectations we can focus upon developing great relationships. We can laugh and joke and digress knowing that we are in a position of calm safety. You want to command their respect as a leader. Friendliness, warmth and unmitigated regard can indeed develop. Crucially, a trusting, positive relationship can follow once you have taken a confident, assertive lead.

13 Ego-protecting Many students will engage in secondary behaviours after they have been corrected. These are ‘ego-protecting’ strategies. When you react to secondary behaviours you are being deflected away from the original issue. When you use ‘yes’, you are seeming to agree with the student and recognise their perception of the situation. The use of ‘and’ instead of ‘but’ makes the redirection seem reasonable to comply with and it redirects them to what you want them to do. How to do it:-

Use ‘yes...and…’ instead of ‘maybe...but…’ with a matter-of-fact tone of voice; Use ‘take up’ time immediately afterwards; Whatever follows the ‘and’ is what you want them to do; This is a very powerful technique for dealing with secondary verbal behaviours; You will need to practise hard with this because it is very difficult to not say ‘but’.

14 Deliberate ignoring Ignoring another person can be a powerful tool if it used appropriately and sparingly. It sends a clear message about how we communicate and the rules that govern interpersonal relationships. You have to use all of your skills to decide:- What things can be ignored? For how long? What to do if it doesn’t work? This works better with an audience (e.g. whole class). Always give positive feedback if a student responds to this strategy. How to do it:-

Deliberate Ignoring (Brutal) is choosing not to attend to an unwanted behaviour and simultaneously acknowledge students doing the right thing. This is not the same as simply ignoring things you feel that you can’t deal with!

Deliberate Ignoring (Prefaced) is when you give an instruction or redirection before ignoring an unwanted behaviour. You only attend to the student when they have complied.

15 Sound Advice


Giving advice is often a very much overlooked behaviour management strategy. It is important that the advice is about the behaviour and not the person! Try to make sure that the advice links the behaviour with an undesirable outcome. If it all possible try to make the advice positive! Look at the target setting sheet for ideas. How to do it:-

Give non-confrontational advice to help students correct their inappropriate behaviour. Make sure that the advice follows a ‘cause and effect’ model. Share with them information about how the world works!

16 KISS (Keep it short and simple) When we get frustrated with low-level persistent disruptive behaviour we tend to vent our frustration by going on and on about the behaviours. These extended ‘monologues’ often give students what they want—that is to see an emotional reaction. More often than not these ‘monologues’ focus on the negative, are directed at the person rather than the behaviour and have little impact on the original issues. It is better to be cathartic in the staff room or in the pub! How to do it:-

Give short, simple directions (simply describe the problem); Focus on the key issue (primary behaviour); Identify the problem (the behaviour not the person) Resolve the problem (give a choice)

17 Positive Language Research on the brain has shown that it processes positive information in preference to negative information. Telling people what you would like them to do will always be far more effective than telling them what they are doing wrong. In fact, positive statements are usually much shorter and more direct than their longer winded negative statements. When we have to think about making a positive comment it often helps us to focus on the primary behaviours. Know the school/college rules. We also develop mental pictures. If we say the behaviour we want then that is the mental image that will appear. How to do it:-

Use ‘do’ rather than ‘don’t’ in any student interactions; Practise rephrasing your directions so that they are positive ‘do’s’ Have a go at completing the table below with common behavioural issues.

18 Either … or … choices


We want students to take responsibility for their own actions, whether this is in the way they approach their studies or in the way that they behave. Students essentially have two choices in the classroom:- either they do as the teacher requests or they choose to take the consequences. If we make the choices as simple and as clear as possible, then it is often enough to prevent the behaviour recurring or escalating. Sometimes a choice allows a student to save face and this reduces the risk of a confrontational situation developing. We cannot make anybody do anything but we can help them to make better choices. How to do it:-

Give students a clear choice between complying with a request or choosing the inevitable consequence

Choices often remove the element of confrontation Always finish the choice statement with a ‘thank you’ If possible, give them a choice of ways to comply.

19 You can’t make me! Some students react in inappropriate ways when challenged by teachers. They often refuse to do what you ask and add, “you can’t make me!” This is a natural reaction when an organism feels threatened. The blood supply to the higher parts of the brain is reduced and the ‘fight or flight’ response kicks in. The reality is that you can’t make anyone do anything. Often teachers then feel instantly disabled and give in to the little voice in their heads saying, “Oh I can’t? Want to bet on it? We’ll soon see about that you little…” As the rational adult, it is much easier to agree with the student and expect them to do what you asked anyway. How to do it:-

When a student challenges you by saying, “you can’t make me!” then agree with them and then expect them to do it anyway

Always use with the ‘walk away’ to give compliance time.

20 Mum’s the word! This is one of the most common strategies used by parents. For example, “When you’ve eaten all of your dinner, then you can have some ice cream.” Students need to identify cause and effect. Teachers can help students by using this rule when correcting behaviours. This strategy is more effective when used with others such as ‘the choices’, the ‘walk away’ and the verbal expectation. It is such a simple technique and it tells the students the desired behaviour. How to do it:-

The conditional statement, “When...then…” can be used in a wide range of classroom situations

It works very well when linked with other strategies such as ‘the choices’.

21 Double ‘what’ questions


Refocusing questions are a very powerful tool in behaviour management. They stop teachers sounding like they are being confrontational. They challenge the student to actively accept responsibility for their behaviour without any element of blame. The ‘double what’ allows you to gain a student’s attention, make eye contact, give them an opportunity to engage in a conversation and give them a choice of how to move forward. It often works well with the ‘maybe...and…”

How to do it:-

Use refocusing questions as directions for students; Instead of using ‘why?’ use ‘what?’; If you use ‘what?’ twice you are likely to get more useful information; Use it sparingly with the ‘choice’. Don’t sound sarcastic!

22 Using I instead of U! This type of technique helps to remove blame or conflict from a behaviour management intervention. The use of the personal pronoun ‘I’ helps to separate the behaviour from the person. This stops a student’s self-esteem being attacked. It is important not to use ‘you are a…’. Only label the behaviour. This technique is powerful because it helps students to work on their emotional intelligence. They are reminded about how their behaviour affects others. The use of a choice gives the student a clear message and a way out of the situation.

How to do it:-

Use a four part I statement. Part one is a reference to the behaviour—separate the behaviour from the person. Part two is a cause and effect statement (ie how the behaviour affects others) Part three is how the behaviour makes you feel (This is the I statement) Part four is a choice redirection for the desired behaviour.

23 R U OK? This technique is effective because it is about ‘clocking’ a student who is about to do something! Students know when they have been clocked and this is a non-confrontational way of getting them back on task. All of the other students also know that they have been ‘clocked’. It is very difficult to say ‘NO’ to this statement and students will mostly say “Yes” and get on with it. If they do say ‘No’ then you can say “What can I do to help you?”/ How to do it:-

Visually and physically surf the room Look for people who are going off task Say to them NAME+ “are you okay?” - you can even just give a thumbs up? You can say “Are you alright?’ or “Is everything OK?” or “Do you need any help?” Respond in an appropriate way—don’t enter into a debate.


4 What should you be doing? Students need to be ‘clocked’ when they are off task. They know when you have spotted their off task behaviour. They are testing whether you are noticing. Nipping it in the bud means that further disruptive behaviours don’t develop. Saying “What should you be doing?” is a really open-ended question and invites a multitude of answers. If they say that they don’t know then tell them what they should. Being positive helps to reinforce your message. How to do it:- • Visually and physically surf the room • If someone is off task then move into social space (2m) • Say NAME + “What should you be doing?” • If they say “I don’t know!”. Then say “You should be X, Y or Z thanks” • Walk away and use descriptive praise on a student (or group) who are on task. 25 Name … direction … thanks! People’s names are important to them. It is the one thing that is special to us. Getting eye contact means that we are entering into a conversation. If we say the behaviour that we want then that sets up a positive mental image and they are more likely to comply. You are not entering into an argument because you are expecting them to carry it out. The ‘thanks’ reinforces this. How to do it:-

Identify the behaviour that you want (think about the positive and not the negative) Say the name of the student...get eye contact Say the behaviour that you want Say ‘thanks’ or ‘cheers’ or ‘thank you’ Surf around the room—keep a check on the response—escalate if ignored!


BEHAVIOUR REPORTING SYSTEM

Head of Year

Incidents that require the non-urgent attention of the HoY’s will be picked up on a daily basis by the HoY’s or

PA’s.

The incident will be updated on SIMS by the relevant

HoY when resolved.

Action taken (detention break & lunch / discussed

with pupil / parents or carers informed)

Saved as

RESOLVED

Subject teacher

SIMS incident

form

Head of Year (AHoY) HoY’s and PA’s will track all incidents being logged on a regular basis using their SIMS homepage. They will identify incidents

requiring further intervention or sanctions. HoY can also add a follow up with a reminder to individual incidents when required.

On Call

For serious incidents ask for ‘on call’ in the usual way. Log the incident and send a SIMS message for the

attention of the HoY and PA.

When ‘on call’ deals with an incident they will update the incident form

REFERRING THE INCIDENT VIA SIMS MESSENGER HoY - When sending the HoY a SIMS message you need to add the name of the HoY and pastoral administrator (PA).

HoD – Any incidents requiring HoD intervention will be sent to the relevant subject leader. Who will follow up and update SIMS.

Form Tutor – Add the name of the relevant form tutor to the message. Form tutor will follow up and update SIMS.

Incidents requiring further intervention by HoY / HoD / Form Tutor

Incident

details

Behaviour for Learning 2018-2019


Recording behaviour incidents using SIMS

As a teaching member of staff how do I record an incident?

Follow detailed instructions on the cribsheets, ’Recording Behaviour Incidents in SIMS’

Who should I refer the behaviour incident to?

Type of behaviour:- Refer to:- Status:- Message Priority:-

Low level non urgent incident has been sanctioned and appropriate action taken.

e.g. Failure to attend detention / Persistent no homework / Disruptive behaviour / Inappropriate behaviour / Inadequate work / Out of Bounds / Punctuality / Damage to Property

Referral not needed

Resolved

N/A

An incident which requires the attention of the form tutor in the first instance

e.g. uniform / persistent lack of equipment .

Form tutor Further

intervention Low

An incident which requires the attention of the Head of Department and can be dealt with within the Department

e.g. inadequate work (ongoing) / persistent low level disruption / an incident which has led to being sent outside the classroom.

Head of Departments

Further

intervention

Low

An incident which requires the attention of the

a) Pastoral team

e.g. anything which potentially requires further investigation or to raise the awareness of the HoY. / discriminatory behaviour / theft and damage to property / bullying / Smoking

b) On Call

For serious incidents ask for ‘on call’ in the usual way.

e.g. Assault – Pupil & Staff / Verbal abuse – Pupil & Staff / Fighting / Illicit substances / Truancy / Theft / Racist incident/ Pupil refuses to go to S17

Heads of Year

Heads of Year

Further intervention

Further intervention

Medium

High

How do I track incidents relevant to me?

There are two ways to track and search for incidents relevant to you.

2) Homepage. Track the incidents in the log titled ‘today’ and ‘previous day’. Double click on the student name or incident to go to the student profile.

3) Run a search. Use the ‘Focus’ , ‘Behaviour Management’ , ‘Maintain behaviour incidents’ links. Search by type /year group / Reg Group / Location / Activity (subject) / Status / Date / Recorded by (staff name).



DETENTION Teacher-Led Detention (Stage 1)

Centralised Detention (Stage 2-4)

S13 Lunch Detention

(S17 isolation or report card offence)

REMINDER RESPECT ethos (10 second rule)

WARNING Change pupil position in classroom

Fixed Term Exclusion End of a graduated system

or one off serious offence

S17 Persistent breach of

behaviour policy, serious offence or

disruptive behaviour

COOL OFF Reflection time for 2-5 minutes outside

the classroom

ON CALL Serious

incident

support

Part or Full Day Isolation until 4pm

For having been issued with 4 detentions in a 1 week period; or

persistent or serious breach of the behaviour policy

HoY Report Traffic light system to track

progress over six weeks

Supportive Strategies

Senior Tutors’ Disciplinary To set targets for

improvement and agree a support plan

Engagement An organised, alternative

provision and/or access to therapy and supportive

strategies

Nurture Room Consequence of significant emotional and/or mental

health needs

Governors’ Disciplinary

Senior Tutor targets not met. Set new targets and review

after 6 weeks

Corrective Disciplines

Traffic light system to track progress over six weeks

Inclusion Unit (Supportive & Corrective)

Alternative provision, access therapy and supportive

strategies

Return to classroom

Dept

Removal room



Preventative Strategies

Traffic light system to track progress over six weeks Classroom Environment

Clear Classroom Rules

.

Well-Planned Room .

Interesting Wall Displays

Use of Seating Plans

Attractive Environment

.

Climate for Learning

Promotion of the RESPECT Ethos

. Setting up a Time-Out Area

.

Establish Effective Routines

Clear Expectations About Work

.

Teaching & Learning

Adequate Resources .

Appropriate Curriculum Organisation

.

Marking Work Constructively

.

Meaningful Homework

Opportunities for Extra-Curricular Activities

. Preparing Stimulating

Lessons

Logging RESPECT Points Regularly

Extending and Motivating all Students

Subject Post Cards

Recognition of Effort,

Performance and Behaviour

Using Planners to Support

Positive Behaviour


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