1

Policy Title: Behaviour for Learning Policy

Version: June 2017

Approval: July 2018

Date of Next Review:

July 2020

2

Purpose

The policies purpose is to provide a framework in which students develop positive attitudes that enable students to learn successfully in a safe and encouraging environment. We will promote good behaviour and foster strong positive relations between students, staff, employers and parents. Consistency, fairness and measured responses are all critical to the promotion of the characteristics that we seek to develop in young people.

A successful behaviour policy requires the commitment and consistency of practice of all staff to ensure that learners know the standards expected of them. All members of the school are expected to help maintain an atmosphere conducive to learning, with courtesy and mutual respect as basic requirements. Learners should be treated fairly and consistently and all should uphold the values of the UTC.

Aims

Support effective teaching and learning

Foster mutual respect.

Prepare learners for the adult world

Create consistency of expectations and consequences (These to be communicated clearly)

Challenge poor behaviour in an appropriate manner

Objectives:

Encourage, recognise and reward

Create a safe learning environment

Give clarity of expectation to staff and students

Give a clear understanding of staff roles

Our code of conduct

We believe everyone should subscribe to a number of key expectations that are of equal relevance to the UTC and the workplace and will enable students to thrive successfully in life. These are:

Everyone should respect rules that are there for the safety and protection of themselves and others

Everyone should respect themselves, respect others and respect the environment in which we live

Everyone should subscribe to the fundamental British values of democracy, the rule of law, individual liberty and tolerance of those with different faiths and beliefs

We are a learning environment and that all conduct should support everyone being able to learn effectively

Excellent attendance and punctuality are essential attributes for learning and employability

Everyone should come to the UTC prepared for learning, with the correct equipment and having completed any set work

Everyone should be committed to achieving their best at all times

Our Environment

We place a very high priority on the respect of our environment. We expect all staff, students and visitor to subscribe to our four R’s. These are:

R = reduce the amount of a product that we use

R = re-use a product where this is possible

R = recycle or remake a product by disposing of it in an appropriate manner

R = recover a product, where other means are not possible – this always means put your litter into an appropriate bin and never drop litter

A few simple rules

3

We have a few specific rules. These are designed to ensure that everyone is safe, can learn effectively and promote the care of our learning environment.

Everyone is expected to follow our uniform/dress code unless participating in an activity where these would pose a health and safety hazard

Everyone should walk when inside the building and not sit, or block staircases or corridors

Eating and drinking are only permitted in designated areas - indoors in the café and outside in the courtyard (except for water)

Smoking/vaping and chewing gum are not permitted on site, or during any UTC activity off-site

See It Lose It. Mobile phones must be switched off and put away in bags in lessons, unless otherwise authorized by a member of staff

There are a number of items that must not under any circumstances be brought into the UTC. These include: controlled drugs, alcohol, weapons, other illegal substances, or pornographic material. Possession, use, supply or distribution of any of these items will be regarded are a serious breach of our code of conduct and will result in very serious consequences

There are a number of actions that will not be tolerated within the UTC. These include defiance, disruption to learning, physical or verbal aggression, bullying, malicious allegations, theft, vandalism, or the promotion of radicalism

Learning and Teaching

Promoting positive behaviour and full attendance enables high standards of teaching and learning to be achieved. A well-designed and relevant curriculum helps develop and maintain positive behaviour and full attendance. Students learn more effectively when the curriculum is differentiated and teaching styles and approaches accommodate individual learning styles and preferences.

Principles

Staff use most appropriate method of teaching, which draws on students’ experiences and values their contributions

Students are received into a classroom where routines are established and high standards expected

Explicit and regular praise should be used for all types of achievement

Where good conduct is recognised, the reward cannot later be removed or withdrawn

The impact of the curriculum on behaviour and attendance will be monitored continuously.

The PSHCE/ SMSC curriculum will be used to teach and promote the social, emotional and behavioural skills necessary for adulthood. All curriculum areas will provide opportunities to develop and teach these skills so that, through positive behaviour and full attendance, all students can learn and make progress.

When designing the teaching programme, account will be taken of students’ prior learning of social, emotional and behavioural skills at Primary and Key Stage 3 data.

Procedures

The rationale for our Rewards and Consequences system is based around conduct for learning. Attitudes, actions, and behaviours leading to accelerated learning are rewarded accordingly. The level of rewards are described as R1, R2, R3, R4 and R5. Similarly the level of consequences are C1, C2, C3, C4 and C5.

The Rewards and Consequences for students are clearly displayed in all classrooms and in students’ planners. To ensure it does what we need: Rewards and sanctions or consequences must be consistently applied. This is achieved through:

Staff recording all positive and negative incidents

Postcards and phone calls home for multiple R2s or anything higher

4

An R1 is achieved when a student accelerates their learning or assists others. R2s can be earned through positive impact upon the class. An R3 is for whole school influence, R4 for Community or County impact and R5 is National or International achievements. The Nautilus badge is awarded at the end of term rewards assembly as follows: R2 = Bronze, R3 = Silver and R4 = Gold.

Behaviour for Learning - Rewards

We believe that the young people should develop the characteristics where they recognize and value what they are doing for its own merit and the positive impact it can make on their own future, or on other people, or the environment. This underpins a sense of self worth and is at the core the entrepreneurial attributes needed to success. However, the growth of such attributes is gradual and should be complemented with more explicit recognition of positive conduct.

R1 – Written and verbal praise to the student, or a phone call home to parents

An R1 is a verbal and sometimes written praise for students who have done something to accelerate their own learning or to demonstrate respect for others. These will often be a positive comment to a student, or a recognition of the quality or care taken in a piece of work – ‘well done’ written in an exercise book is intended as written praise and is separate from feedback given on the learning. These may be given by any member of staff and are intended to recognize and encourage positive conduct in lessons and around the UTC. Examples of conduct that might be praised:

Holding open a door

Helping another person

Making a positive, or enlightening contribution in a lesson

Completing a piece of work to a particularly high standard

Consistent effort and determination

R2 – Postcards and Bronze award

An R2 is awarded to students who accelerate the learning of others or consistently demonstrate the values below. Students will receive themed postcards for particular work, or actions where we want to recognize, or share its value with parents. These will be given by any teacher for a range of positive conduct, but of a more substantial or sustained nature than those at R1. These are all recorded as part of our behavior management system. We will award these postcards around a number of themes directly linked to our vision for learning – these are known as our five E’s.

Excellence – progress and achievement in subjects

Engagement – making really positive contributions to learning

Employability – giving a short presentation to an employer, acting as a student ambassador at an event

Entrepreneurship – demonstrating ‘creativity’, or team-work’ in an extended task, e.g. challenge project

Environment – actions that promote environmental awareness in other students, or sustained involvement in an environmental awareness/conservation scheme

R3 – Principal and employer certificates and Silver Award

An R3 is given when a student has whole-school impact through sustained and exemplary conduct. They will be awarded for success in a number of areas that are common to our curriculum and will take the format of a certificate. They will generally be awarded on a termly basis and will be presented to students at an assembly with their peers. We will also recognize awards given be other organisations (e.g. sport awarding bodies) at the same time for activities outside our curriculum. Examples include:

100% attendance over a term

Outstanding work experience report from an employer

Participation in a local, regional, or national ‘challenge ‘ (e.g. F1 for Schools)

Excellent leadership demonstrated as part of the National Citizen Service (NCS) programme

5

RYA Level 1 windsurfing qualification

R4 – Prize giving and award ceremonies and Gold Award

An R4 is given when a student has made positive impact at regional or National level. These will usually be awarded annually and are at a level that would warrant a press release to local media in addition to sharing the success within the UTC community. Employers, or other partners will be invited to present such awards.

Success in a regional, or national ‘challenge’ competition (e.g. F1 for Schools)

Trophy for performance, or progress in public examinations

Significant and sustained contribution to a national or regional community project, or activity

Behaviour for Learning - Sanctions

High quality teaching, engaging learning activities, positive encouragement and mutual respect will underpin learning. This approach will minimize incidents where conduct falls below expectations. However, it is recognized that from time to time, and for a multitude of reasons incidents of poor behaviour can occur. All staff will be trained to manage behaviour effectively; to intervene calmly and to apply sanctions in a fair, proportionate and consistent manner. It is the behaviour, not the student that is unacceptable. The UTC considers itself as an inclusive learning organization and will take account of the SEN, disability and needs of vulnerable children. However, we remain committed to the principle that every student has the right to learn and we must address any actions that could prevent this. Regular involvement of parents and individual support, including the involvement of external professionals will be sought as necessary. Our behaviour for learning policy applies to students on trips, work experience placements and other situations where they could be deemed as representing the UTC, including their journey to/from school each day. For reasons of health and safety students must always follow the instructions of the member of staff that they are with at that time.

Similarly, consequences are given for poor conduct as follows:

C1 = Interrupting learning (Verbal Warning)

C2 = Persistent interruption (Written warning and lunchtime detention)

C3 = Failure to heed previous warnings or serious or breaches of behaviour (Removal from lesson and loss of free time – depending on seriousness)

C4 = Fixed term exclusion; dangerous or abusive behaviour and misconduct

C5 = Permanent exclusion; multiple prior C4s or serious or criminal behaviour or behaviour that endangers the safety and wellbeing of others

C1 – Verbal warnings

These may be given by any member of staff and are intended to identify a concern and enable a student to independently modify their conduct. In most cases no further action will be taken and parents will not be informed at the time, but conduct may be referred to at a subsequent parental meeting. These are minor and occasional breaches in our code of conduct, for example:

Inconsistent, or slow work rate

Interrupting learning

Not having the correct equipment, or uniform

Being late to a lesson

Not fully completing homework, or other assignments

C2 – Lunchtime, or extended day detention.

Lunchtime detentions may be given by any teacher, extended day detentions by a subject leader and are intended to make it clear that the offending conduct is not acceptable and that there will be a defined consequence. The purpose of the detention can be to practically address the issue, allow the student time to reflect on their actions, or allow time for a fuller discussion of the conduct and how it might be avoided in the future. A lunchtime detention

6

will last for 30 minutes and an extended day detention for 1 hour 20 minutes on a Friday. In all cases parents will be notified, in the case of an extended day detention notification will be given at least 24 hours in advance of the detention. All C2 offences and above are recorded on our behaviour management information system. A detention will be given for:

Repeated, or more serious breaches in our code of conduct

Not completing homework, or other assignments

An action considered to be rude, or disrespectful towards another person

A key factor in determining whether behaviour may require higher level of involvement is the impact, or potential impact of such behaviour on others. A member of the senior leadership team will investigate all incidents that may lead to a sanction at C3, or above. This will include taking written statements from students and staff, together with a written report of the findings. If the findings result in a C3, or above sanction then the record will be attached to the relevant students file/s, if not the record will be held but not within a student file until the student leaves the UTC. In order to maintain confidentiality the

findings will only be shared with the students’ parents and other appropriate staff, as necessary. In cases of fixed term exclusions (internal, or external) students will be set work that enable appropriate learning to continue.

C3 – Fixed Term Internal Seclusion (SECLUSION - ALR)

Situations that are likely to lead to an internal seclusion will be investigated and the outcome determined by a member of the senior leadership team. In all cases the parent will be informed in writing, and if possible by phone. An internal suspension may be given for between 1 hour and 3 days depending on the severity of the offence. Conduct likely to lead to an internal suspension will include:

Refusal to follow the instruction of a member of staff (including non-attendance at a detention)

Abusive language (e.g. swearing) towards another person

Actions against a persons protected characteristics (e.g. racism, homophobia)

Behaviour likely to endanger others

Physical violence, or the threat of physical violence

Vandalism

Possession of pornographic material

Videoing, photographing or equivalent without consent of all parties, or sharing of such material with others regardless of

Theft

Plagiarism or cheating in exams

C4 – Fixed Term External Exclusion

Situations likely to lead to a fixed term external exclusion will be managed by the Vice Principal, in consultation with the Principal as necessary. Parents will be informed in writing, and if possible by phone of any decision to externally exclude a student. A re-integration meeting will take place with the student following the exclusion and a parent will be requested to attend. A student may be externally excluded for up to 5 days at a time and up to 45 days in any one year. Conduct likely to lead to a fixed term external exclusion include:

Total disobedience

Physical assault on a student

Possession use of alcohol and controlled drugs

Sharing and/or distribution pornography

Risking the health or safety of others

Malicious, or unfounded allegation against a member of staff

7

Bullying

Persistence in C3 offences

A criminal act

C5 – Managed Move or Permanent Exclusion

Situations that are likely to lead to the permanent exclusion of a student will be dealt with by the Principal and in consultation with other external bodies that can offer appropriate advice. A permanent exclusion can arise from a series of lesser breaches in behaviour where intervention strategies have not worked, or as a result of a single incident of a very serious nature.

Distribution of material, or actions likely to lead the radicalisation of other students

Physical assault on a member of staff or other designated adult

Possession of an offensive weapon

Supply and/or distribution of drugs, or alcohol

Persistent defiant disruptive behavior, after other intervention strategies have failed

Consistency of implementation

Behaviour for Learning (BfL) expectations are communicated regularly to students in tutor times, assembly, lessons and termly to parents

Staff support to deliver consistency in corridors and around the school

Communicating the policy to everyone

Head of Key Stage assembly followed up by Form Tutor

Letters home including Home/School Agreement to be signed by parent, student, SLT lead

Policy understanding and acceptance

Planner to have copy of BfL and Home/School Agreement

Data tracking by SLT Lead to demonstrate improvement in behaviour

Calm environment around building

Behaviour for Learning a standing item at SLT meetings

Lessons to maintain a consistent approach to classroom management

Achieving consistency of implementation of uniform

Parents and students clear on what is expected (images/models/website)

Uniform by SLT at the start of every day

Punctuality Process

How Identified Actions

Lesson 1 register

Late sign-in on reception

Inform parents via e-mail/telephone call

Add students to lunchtime detention (20 minute)

Repeat offenders (i.e. 3xlate) in half term = Friday after school up to 90 minutes

No progress then referral to Attendance Officer for parent meeting

Attendance Officer monitoring

Expectations of dress:

8

A high standard of personal appearance is expected and anyone arriving at school in non-uniform clothing/footwear may expect to be removed from lessons.

Clothing

Black leather shoes – no logo and not canvas

Outdoor coats not to be worn in the building

No hats

School bag with ‘Golden 5’ Ready to Learn Items: Pen/Pencil, Ruler/maths set, Planner, Reading Book, Scientific Calculator

Grey school trousers and Blazer

No visible piercings

UTC jumper or UTC cardigan

No hoodies or sweatshirts anywhere on site, at anytime

Expectations of conduct

Be prepared with Golden 5 equipment: (as above)

Follow teacher instructions

Look smart

Movement between lessons is calm and orderly

Respect is shown for the school environment

Students arrive punctually for lessons with a readiness to learn

Expectations whilst wearing our school uniform

Taking part in school activities

Travelling to and from school

Mobile phones, MP3 players and iPods and other electronic entertainment device (EED)

‘See It Lose It’. No phones or EEDs should be seen or used in school. Any items seen will be confiscated and returned at the end of the school day on the first occasion. On any second occasion, the item can only be collected by a parent or with direct parental permission which will have to be arranged by the student. The school cannot be used as a personal messaging service by students.

Refusing to follow staff instructions is a Health and Safety risk. As such students who do this will be temporarily removed from the general learning environment where they are at risk and could potentially put others at risk. Persistent refusal to follow instruction could lead to a Fixed Term Exclusion (FTE).

Loss and damage

The school will not accept legal responsibility for loss, theft, damage to property whilst on school premises. It is suggested that parents cover clothing and property on their household insurance

Good behaviour will be celebrated and remarked upon via spoken word, postcards, half-termly celebration assemblies.

Unacceptable behaviour will be met with an appropriate sanction (e.g. verbal reprimand, detention, removal from learning, parent meeting, internal or external exclusion).

9

This includes:

Disregard of staff instruction

Bullying behaviour

Violent behaviour or hurting others

Ignoring school policy

Vandalism

Theft

Continued disregard for school rules and procedure

School Sanctions

Withdrawal of free time

Withdrawal of optional extra-curricular activity

Duration of detention is 20 to 40 minutes

Curriculum area detention

(Government guidelines for detentions of 30mins or less: 24 hours notice is not required. Staff will make reasonable efforts to contact parents if a same-day detention is being issued.)

Referral to Learning Support Centre

Referral to Seclusion room – ALR (internal exclusion)

Fixed Term Exclusions

Permanent exclusion

Possible Reasons for Fixed Term Exclusion

We adopt the National Standard reasons for exclusion. However, each incident is treated individually.

Physical assault against student

Physical assault against adult

Verbal abuse/threatening behaviour against student

Verbal abuse/threatening behaviour against adult

Bullying

Racist abuse

Sexual misconduct

Drug and alcohol related

Damage

Theft

(This list is indicative, but not exhaustive)

An incremental ladder of exclusions will be imposed: 1 to 5 days. Exclusions for 5 days or more are rare. Once a student has reached cumulative 3 excludable offences they will be referred to the Governor Behaviour Panel. Any further excludable offences will result in referral to the East Sussex Behaviour and Attendance Panel for further action to avoid permanent exclusion. (E.g. School to School placement, College Central provision)

Parents /Carers will be billed for any damage caused.

10

Rewards

Calls home

Post card home

Letters home

Lunch pass

Nautilus badges: bronze, silver & gold

USB memory sticks

Multi-port charger leads

UTC pens & pencils

(On termly basis no negative codes, 100% attendance rewarded with outward bound trip free of charge)

Roles and Responsibilities

Role of the class teacher: Learning and Teaching

A well-designed lesson develops and maintains positive behaviour

Staff should use the most appropriate method of teaching, which draws on students’ experiences and values their contributions.

Students should be received into a classroom where routines are established and high standards expected

Explicit and regular praise should be used for all types of achievement

Role of the Form Tutor

Form time and the contact between form group and the Form Tutor are very important elements of the school day. It is here that an effective and sensitive Form Tutor can set the tone of the day:

Establish the high standard of form conduct and behaviour expected of students, which we expect will continue throughout the day.

Apart from routine administrative matters there should be interaction between Tutor and students, developing the group’s identity and cohesion, catching up on the form’s news and matters relating to the students’ academic progress, their behaviour, patterns of attendance and punctuality

Management of form time rests in the hands of the Tutor; students remain in the form room, supervised at all times

The Form Tutor is the first and often most important link between students and other members of staff and he/she should therefore feel confident about this role in order to support and motivate the students in his/her charge.

Structure your Tutorial time:

Setting the tone

Welcome

Register

Address issue of late comers

Encourage reading on DEAR days

Ensure that the students have the opportunity to develop SMSC aspects of learning within the tutor programme

11

Support BfL on a daily basis

Carry out Uniform and Golden 5 check daily

Encourage good attendance and challenge unknown absence

Check planners for R’s and C’s

Role of all teaching Staff

Every classroom teacher is to reward good learning

Criteria must be made clear to students.

For example:

Positive contribution to lessons

Good piece of class work

Helpful, supportive behaviour to other students/teacher

Good oral contribution to lessons

Corridor and Site Behaviour

All staff to meet/greet and exit students from classroom at start and end of each lesson

All staff have a responsibility to monitor behaviour in the corridor in which they teach

Students must not be placed outside the classroom for ‘cooling off’ for more than 3 minutes

Toilet

Going during lessons is not allowed unless the student is unwell or has a toilet pass. A record is made in student planners when students ask to use the toilet.

Role of Subject Leader

First port of call for behaviour issues related to subject

Reducing the impact of behaviour on learning is a set agenda item at departmental meetings

Ensure that syllabus and scheme of work accommodates a differentiated approach to learning

Discuss good practice in terms of classroom management and minute discussion

Discuss corridor monitoring report termly and ensure that department members have a visual presence in the corridor during lesson changeovers. Decide on consistent approach of lining up outside room

Must give support to staff having difficulty with individual classes to complement induction programme

Use subject report in liaison with Pastoral Leader

Design withdrawal timetable within dept. so students sent to teacher within the department

Role of Pastoral Leader

Identify proactive support mechanisms for students causing a problem

Ensure delivery of assembly programme/ collective worship

Ensure staff carry out responsibilities as Form Tutors

Ensure that challenging students are identified and supportive mechanisms put in place

12

Monitor and evaluate progress of year group via tracking data and meetings

Maintain Monitoring and Evaluation file

Role of Learning Support Base

Support students who cannot for whatever reason remain in mainstream (ESOL, vulnerable students, exam facilities for SEN students, school phobic

Offer respite from difficult situations

Chance to discuss difficulties and develop strategies to cope in mainstream

Support literacy and numeracy in reading club

Offer support to other subjects: coursework catch-up

Role of Seclusion Room (ALR)

Support students who cannot for whatever reason remain in the classroom setting, or would end up being excluded

A sanction to raise awareness of expectations of behaviour, work on basic skills and exam related provision

Early start and later finish: 08:40 to 15:45 or 16:45 provision

Referrals to be made by HOKS or behavior support team or through Incident report form following a C3 or higher

Students to remain until acceptable learning has returned (see flowchart) usually for between 1 and 3 days

Mobile telephones and electronic devices; See It Lose It rule applies

Poor attendance and truancy

We believe that the above sanctions are not appropriate for managing poor attendance or truancy. In such cases we will apply a rigorous monitoring framework to enable us to closely track the attendance of a student to lessons, this may include taking a student from one lesson to the next, lesson by lesson checking, or in the case of a sixth form student requiring them to have their independent learning time managed and determined by a member of staff.

Cheating in public examinations

Any alleged breach of examination rules will, if required be notified to the relevant examination awarding body. The UTC will provide the awarding body with details of its investigation of the alleged breach of rules. However, the UTC will not seek to influence the outcome or sanction that is taken by the awarding body.

Legislation and potential criminal acts

The UTC will exercise its rights under current legislation to issue a detention to a student, search for controlled drugs and/or offensive weapons and to confiscate items seen as inappropriate/dangerous. The UTC will if necessary use its legal powers of reasonable restraint of a student where there is a risk of damage to property, harm to the student, or other members of the UTC community.

Where it is appropriate to do so the UTC will inform the police and/or other relevant bodies of an incident. The UTC will cooperate with any police investigation that may have been initiated by a third party in relation of an incident at the UTC, or involving members of its community.