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BUTTERSHAW BUSINESS & ENTERPRISE COLLEGE

Behaviour and Discipline Policy 1. Rationale

Good behaviour and discipline are key elements of the success of BBEC School as a school community. They are essential components of a structured, orderly learning environment. Their inculcation is a vital part of the education in citizenship provided by the school for its students. The promotion of good behaviour and sound self-discipline are key strands in the school’s provision for students’ moral and social development. This policy aims to encourage both, so as to guarantee to all members of the school:-

Respect for their rights as individuals, of whatever race, gender religion or social background

The right to be taught, to learn and to mix with others in a secure, well-ordered supportive atmosphere

This policy should therefore be read in conjunction with those on Equal Opportunities and Racist and Sexist behaviour. It also complements the school Exclusion Policy.

2. Principles

2a In order to achieve these aims the school accepts its responsibility for:-

Well-informed and effective management, e.g. of the timetable, so that as far as possible discipline problems are reduced

Careful consideration and review of decisions about the groups in which students are placed

Providing teaching and learning which meet students’ needs

An approach to working with students which recognises the value of encouragement and praise (see below, points 3a)i) to 3a)v)

Fostering constructive relationships with parents/carers

Liaising, as appropriate, with support agencies, e.g. Education Social Work Service (attendance/welfare issues), Child Protection, Educational Psychologists (learning/behaviour issues), Social Services, and the Safer Schools Police Officers

Operating a behaviour code which is fair and consistent and which is clear to all school members (see below points 3b)i) to 3b)iv)

2b Accordingly, the school has high expectations of all its members, and insists on the following:-

Regular and punctual attendance at school and at all lessons

Polite and considerate behaviour, and respect for the rights of others, the school expectations are based on the school’s own values of: wisdom, integrity, justice, ambitions and compassion

Willingness to work

Acceptance of the authority of staff, to supervise activities in and around the building

Co-operation with the school’s rules and care of its environment

Full compliance with the school’s policy on uniform and professional image

3. Broad Guidelines 3a Promoting a sound learning ethos, good and social behaviour

3a)i) Where students behave well and work harmoniously with each other and with teachers, the school will in all cases seek to give recognition to this.

3a)ii) The school will emphasise to students that good behaviour is the norm, but that it is also

welcomed and appreciated. 3a)iii) Students who work hard, use their time wisely and well, and exploit the learning

opportunities offered by the school to the full, can expect that their efforts will be made known to their peers and their parents.

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3a)iv) The school will seek to use private and public praise and other forms of encouragement to promote a sound behavioural ethos and to support desirable forms of behaviour. Both groups and individuals can expect to receive positive reinforcement when it is their due.

3a)v) The school will seek through its policy to support and reinforce its duty to provide a sound

grounding in social behaviour which identifies and emphasises the responsibilities of the individual. This is a key element in the school’s strategy for promoting the moral and social development of students.

3b Dealing with misbehaviour in a positive way

3b)i) Where students do not behave properly, the school will take action to prevent this, and to protect the rights of others to move around the school in freedom and safety and to learn in a suitably studious environment.

In particular, the school will not tolerate:-

Racist behaviour, whether this is at the level of jokes, name-calling or other types of provocation, or physical aggression

Sexist behaviour for example physical harassment, name-calling, bringing sexist literature to school

Bullying, whether of a verbal, physical, mental, homophobic , racist or cyber nature

The school’s response to behaviour of the above kinds is set out in the Equal Opportunities Policy and Policy on Racialist and Sexist behaviour.

3b)ii) The school’s policy is based upon the axiom that students have a choice whether to behave

or not. All misbehaviour is viewed as chosen misbehaviour. Students will be reminded of the choices they make and the consequences to them if their choice is to misbehave. These “consequences” will be set out as a disciplinary code. All students are entitled to expect that this will be applied consistently and fairly.

3b)iii) In all circumstances where misbehaviour takes place, the staff dealing with it will take steps

to:-

Ensure the safety of students, where appropriate

Clarify the facts, as far as possible

minimise the disruption to other students’ learning where the misbehaviour occurs in a lesson

Punish misbehaviour and indiscipline appropriately in line with the School’s Behaviour Plan procedures

Offer guidance and support to those involved

Maintain clear and objective records where this is necessary

Contact parents/guardians if appropriate

3b)iv) Actions which the school may take to deal with poor behaviour or indiscipline will be determined according to the seriousness or frequency of the misbehaviour.

Broadly, the pattern is as follows:-

The school has a clear structure for dealing with behaviour to be used in lessons. Most incidents will be dealt with by the member of staff, who, if necessary will arrange a punishment consequence e.g. a simple talking-to, extra work, keeping a student behind, at the end of the lesson, detention. The school operates a zero tolerance approach to lateness, equipment in lessons, homework and repeated infringements of school rules. The school may issue same day detentions.

More serious, or repeated misbehaviour may be referred to the subject Achievement Leader and the Achievement Tutor. Measures might include temporary removal from a lesson, same day detention or Curriculum area detention. If the Achievement Leader is then involved, as may be the case, the student’s parents might be contacted to agree further steps, e.g. placing the student on a lesson report, referral to a support agency.

Where the misbehaviour is so serious as to require the calling of a Pastoral Manager, the punishment to be given will be determined by the appropriate member of senior team after consultation with the Pastoral Manager concerned. In such cases the

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punishment imposed is likely to be either a school detention or supervised “isolation”. See making good choices document for sanctions.

Very serious misbehaviour e.g. violence, racist behaviour, the use of abusive language to a member of staff might lead to immediate exclusion from school for a period of time to be followed by appropriate punishment (e.g. isolation) upon return. Additionally for repeat offenders the sanctions offered by the Acceptable Behaviour Contracts may be sought.

In extreme circumstances, the use of restraint or reasonable force may be used e.g. to physically separate students who are fighting or to prevent students harming themselves or others. The use of restraint or reasonable force will always be a last resort e.g. and/or when a student refuses absolutely to follow our instruction.

Repeated less serious misbehaviour may also lead to exclusion.

The length of an exclusion will depend on the offence and/or the student’s previous record.

Repeated serious misbehaviour or an incident of extreme behaviour e.g. premeditated racist violence, might in some cases lead to a referral for a managed move to another school or possible permanent exclusion.

4. Promoting a corporate and professional image 4a Students are expected to attend school in the correct school uniform (see appendix A) and

present a professional image at all times, including on the way to and from school. This includes wearing the correct footwear, the minimum of jewellery, natural hair styles and no body piercing other than one small stud earring in each ear. Students wearing excessive jewellery will be asked to remove it and the item/s may be confiscated and a parent/carer may be asked to collect by prior appointment. Students with extreme unnatural hair colour and hair styles will be expected to go home and rectify immediately before they return to school. Promoting additional/maximum learning opportunities

At Buttershaw Business and Enterprise College we believe that homework offers opportunities for students to develop key skills for independent learning. This is vital given the importance of life long learning and adaptability.

Students should expect to receive homework appropriate to the curriculum they are following. All homework should be completed with the maximum effort and within the time scale specified. Students who follow good practice will have access to school rewards.

Students who do not complete homework in an appropriate and timely fashion can expect to receive an after school detention to allow completion of the homework from the class teacher. Further failure to complete homework may incur behaviour points and will be referred to the Achievement Leader or the Pastoral Team and possibly in extreme cases a Senior Leader.

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Making Good Choices Rationale:

We know from research that where schools have an easy to understand and consistently applied

behaviour policy that those are the schools where students make the best progress with their

learning. In order for that to happen we must have classrooms completely free from disruption

where teachers can teach their best lessons and students thrive in their learning.

Behaviour is the responsibility of all staff at BBEC; it is no one individual that will change the

behaviour of our students, but the staff working collectively and consistently.

The Pastoral Team are here to support you:

Role Member of Staff

Assistant Headteacher (Attitudes to Learning)

Gemma Porter

Director of Pastoral Management Richard Fox

Year 7 Ben Taylor (AL)

Year 8 Julia Chalmers

Year 9 Sharon Zaccadelli

Year 10 Steve Ridley

Year 11 Andy Ingham

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Making Good Choices

Values, attitudes and consistency

Our Values What they Mean at BBEC

Wisdom We make good decisions

Integrity We always do the right thing

Justice We understand that everyone is of equal value

Compassion We have empathy and respect for others

Ambition We have a determination to reach our goals

As well as determining what we expect of students, our values underpin all our decisions, what we

expect of ourselves and how we hold each other to accounts.

All staff should model our school values at all times; we need to demonstrate professionalism in the

way we dress, speak and act and we need to show the students that we place their best interests

first. Our values need be seen in our everyday behaviour.

To exemplify our values we have a series of basic expectations. These expectations have been

devised by teaching colleagues and students and should be displayed in every classroom. Refer to

these when dealing with students e.g. ‘The expectation is ……….’ Avoid making it personal, this will

help to diffuse a situation.

Additional to this, we have basic expectations of a teacher, which are:

To have well planned lessons

To have well prepared lessons

To have adequate resources prepared

To have high expectations of the students at all times

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Learning Expectations – In the Classroom

Expectation Explanation Example of when you may issue a

warning

Be ready to learn

Students arrive to the lesson on time, prepared for their learning. They are equipped with the relevant items (this includes PE kit). Planners should be out on the desk with equipment.

A student arrives with incorrect equipment, or is late to the lesson by more than 10 minutes.

Always do as the teacher asks

Students should follow any instruction given by a teacher

A student has not listened to the instruction.

A student refuses to follow an instruction/direction.

Put your hand up to speak

Students should not be shouting out in class, they should be respectful to others

A student shouts out.

A student is talking while you are/another student is.

Take pride, be productive all lesson

Students should be working throughout the lesson, they should be independent learners, being stretched and challenged for the full lesson.

A student is not engaged and is talking to others.

A student repeatedly refuses to work.

To ensure that learning expectations are met, some basics should be in place in your classroom.

These are non-negotiable.

Routines: Meet and greet students in a pleasant manner at the door

Students should be learning as soon as they enter the lesson.

Ensure that uniform is correct as students enter, and again before they leave. Students may

remove their jackets but they should be put back on before leaving the classroom

Planner and equipment are on the desk, bags safely on the floor

There should be a structured finish with students standing quietly behind chairs, dismiss them

row by row. Reminders of Out of Classroom Expectations.

Equipment stored in cupboards and drawers should be labelled to allow students to collect items as

required. This also helps students to learn spellings and assists other colleagues who may use the

room.

Seating Plans: All classes should have a seating plan, chosen and managed by the teacher

Seating plans may be alphabetical, boy/girl, in ability groups etc – you decide

Change the seating plan if you feel the one you set is not encouraging learning.

Lesson planning: Plan stimulating lessons that suit a variety of learning styles (VAK);

Differentiate the work to suit the ability of the students in your lesson; support/stretch/challenge

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Homework: Homework should be set as per the homework timetable.

Ensure that all homework is recorded in the planner and on ‘Show my Homework’.

Should a student not hand homework in on time, it is the department’s responsibility to set the

detention – a 30 minute detention. Subjects will be allocated a night for the detention.

The Achievement Leader has responsibility to oversee the implementation of the detention policy

and ensure that it is recorded on SIMS by the members of staff involved.

Rewards The reward system enables students to be rewarded not just for learning and attainment but for

their commitment and contribution to the life of the school

The system helps students learn how to save and how to spend

How do students gain reward points? Achievement tutors must allocate reward points each week as follows:

being in school and on time every day 5 points (NB not 1 per day)

having the correct equipment 5 points (NB not 1 per day)

wearing the correct uniform every day 5 points (NB not 1 per day)

having your planner signed and up to date weekly. Complete all homework

5 points

In addition, all staff may allocate reward points (Tariff to be arranged) when they feel the student

has done something worthwhile, these will probably fall into three areas

Learning in the classroom or homework, attainment, motivation and behaviour for learning

Ethos, following school expectations, charitable activities, supporting others

Extracurricular activities – involvement in performances, representing the school in sporting activities

Students will ‘earn’ positive points; any negative points will be deducted from the total, as will any

points they have ‘spent’, leaving them with a ‘balance’. Each week Achievement Tutors will receive

a list showing points earned and spent and the balance for each student in their achievement group.

Students should know their balance each week, this can be recorded in the planner.

Students wishing to represent the school, play in school teams or join academies must have a good

behaviour record. The precise tariff will be determined annually and published to students and

parents?

How do students use their reward points? Reward points do not have a monetary value rather they are used to ‘buy’ experiences and activities.

They are also needed for any trips or for Y11 to go to the Prom.

All trips will require a number of points, these will be determined by the Year Achievement

Leader/Pastoral Team in negotiation with the member of staff organising the trip.

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Possible Reward Activities (not exhaustive) Academic/Curriculum Break/Lunch/Extra Curricular

Praise Confectionery

Telephone call home Break queue jump (a number each week)

Postcard (subject and year) Lunch queue jump (a number each week)

Subject certificates Time in games room

Attendance certificates Time in ICT room

Rising Stars Lunch served by SLT

Honours Student Coffee/Tea for Year 11 (break time)

Green Room activities

Fast pass to break*

Fast pass to lunch*

Book the Astro-turf*

Book the Sports Hall*

Sport Afternoon*

BBEC at the Cinema*

Theme Park*

Prom Tickets*

School Catalogue*

House reward*

(*) These rewards are at half termly intervals

and will need extra supervision

arrangements. Students would sign up in

advance.

What should I do if students make a poor choice?

If you are encountering challenging behaviour please talk to someone about it. We are all happy to

offer support. In the meantime, it may be worth considering some of the following:

Change the seating plan to move the student away from poor influences

Have positive learning partners for a challenging student (surround him or her with students who

work well)

Have a quiet word with the student away from the class

Ask your Subject Achievement Leader to issue a subject report

Ask advice of your Subject Achievement Leader/Year Leader/ Achievement Tutor or the Pastoral

Team as there may be other issues affecting learning.

Contact with parents via phone call or letter (note this on the communication log on SIMS –

Please ensure you leave information in the context box of SIMS to allow Pastoral to understand

the reason for the call and support)

Meetings with parents can be arranged via the Pastoral Team, Year Leader or Subject

Achievement Leader (note this on the communication log on SIMs))

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With the agreement of your Year Achievement Leader remove the student from class, follow up

with a restorative meeting and then reintroduction to class

The BBEC Behaviour System in Practice The system is based on a yellow/red card system as in football. Negative points are awarded for

yellow (10) and red (20) cards and for a serious incident 30 points. Negative points are set against

positive points to give a balance. Students can use positive points to attend reward activities. (See

Rewards section)

If students are not focused on work or are causing concern, firstly use your own ‘tool box’ e.g. a look,

standing near the child, a quiet word. If these actions do not have the required effect, then use the

behaviour consequence system.

The behaviour system works providing that ALL staff use it consistently. Any deviation from this will

cause confusion for students and allow them to believe that different behaviours are accepted in

some classes. This leads to a situation where teachers are told they are ‘not being fair because

Miss/Mr X doesn’t do that’.

What should I do if students make a poor choice? Use the behaviour system consistently;

Before handing out a verbal warning, please use your professional toolkit, and use de-escalation techniques.

Sanction 1 Student is formally reminded of appropriate behaviour. Teacher clearly states that this is a verbal warning

Sanction 2 Teacher clearly states this this is a written warning. Teacher is to write ‘B’ in the student planner. Move seats if appropriate.

Sanction 3 Teacher states that this is a Yellow Card. Removal to an exit room. Issued with 10 negative points.

Sanction 4 Red Card If an exit room is failed a Red Card can be issued. Also an automatic Red Card if the behaviour merits it. Straight to BSU. 1 hour detention issued. Issued with 20 negative points.

Serious Incident

A serious incident form is completed by the member of staff and handed into pastoral. This will then be investigated and a copy of the sheet returned to the member of staff, with outcomes. Issued with 30 negative points.

Give students take up time before moving to the next stage

Refusal to go to Yellow Card/Exit room, disturbing the learning of others in the Yellow/Exit room or

extreme poor behaviour – Red Card

PLEASE DO NOT FEEL ISOLATED – ASK FOR HELP

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When a yellow card is issued you should watch the student go to the exit room, or ask a TA/Member

of staff that is free to escort them. You must record the yellow card on SIMS and you must include

the reason for the card being issued. If you feel the child is not going to the yellow card room, call

the pastoral team.

When a red card is issued you should e-mail (attitudes@buttershaw.net) or telephone ‘On Call’, do

not put the student outside of the classroom; one of the Pastoral Team or a member of SLT will

arrive to take them away to the red card/BSU area. The student will spend the remainder of the

lesson in BSU and will then return to normal lessons. They will be booked in to BSU formally for the

next day where possible and spoken to by pastoral.

During the day the student should return to apologise – please make this a positive meeting. If they

fail to return, make the time to speak to them before the start of their next lesson with you. In some

instances a restorative meeting will be arranged to rebuild the relationship between you and the

student. Please engage with this positively.

Parents will be informed via the planner on a regular basis the number of points their child has

achieved.

A text is sent to parents to inform them if the child has received a red card and they will

automatically receive a 60 minute detention This will be run by the pastoral team.

Repeat offenders: Achievement Tutors and the Pastoral Team receive data each week which shows how many negative

and positive points have been earned by students. This helps the team to identify students who

appear to be at risk. These students will be placed on reports and there will be contact with parents.

A period of monitoring for repeat offenders will occur.

ABC Forms Some students that have BIP (Behaviour Intervention Plan) will require an ABC form completing

should they receive a yellow card or higher. Please use SIMS to access the BIP. All ABCs should be

sent to the SENDCO.

Isolation Students will be placed in isolation for gaining negative points. There is an incremental system

which awards the number of days in isolation. Isolation (9-5) starts in the morning and finishes at

5.00pm. Students can earn 5 minutes ‘Credit’ each period, allowing them to finish isolation at 4.30

pm if they work and follow the Behaviour Support Unit rules each lesson.

Negative points will also cause the student to be placed on report and will generate meetings with

parents.

Serious Incidents A serious incident is one that could be considered grounds for exclusion; however each case will

have to be considered separately. Serious Incidents (SI) are completed on the yellow forms found in

the staff rooms (can be electronic). The completed form should be placed in the tray of the Director

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of Pastoral or Lead PM within 24 hours of the incident. The DoP/PM tray can be found in the main

office, alternatively hand it to DoP/Lead PM. Please ensure that only one serious incident form is

completed for each incident even if more than one member of staff deals with it.

A Serious Incident will earn 30 negative points.

What constitutes a serious incident? This list is not exhaustive:

Verbal abuse directed at a member of staff or student

Physical assault against a member of staff or student including sexual misconduct

Racist or homophobic abuse

Bullying including cyber bullying

Being in possession of or under the influence of illegal substances

Being in possession of a weapon

Smoking on school grounds

Wilful damage, arson or graffiti

Threatening or intimidating behaviour

Bringing the school into disrepute

Inappropriate use of computers, internet etc

Theft

Absconding from school

Defiance *

Each incident will be investigated and a feedback given to the member of staff within one week. SI

forms are not to be used for failing to bring equipment or failing to complete homework etc. Any

forms which are not SI’s will be returned to the Subject Achievement Leader who may be able to

offer help and advice.

Whatever the offence or incident, try to defuse the situation, avoid chasing a child, do not touch a

child, nor block his or her way. If a student is upset, angry or aggressive it is better to let them go

and inform the Pastoral Team.

The focus at BBEC in dealing with poor behaviour is that the appropriate consequence ‘is not

necessarily instant but it is inevitable’. Walk away from situations where appropriate – let the

student know it will be dealt with later, then inform the Pastoral team.

A serious incident may result in isolation or an internal exclusion to a partner BSU.

Out of Class Expectations Walk to the left

Walk straight to lessons

Respect other people

Respect our environment- only eat in the atrium no litter

Coats should be in lockers

Have your planner with you at all times

It is everyone’s responsibility to enforce the Out of Class Expectations Rules whenever possible.

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If you walk past poor behaviour without commenting, the students will believe you are condoning

that behaviour. We will maintain and improve behaviour if we all assume responsibility for

behaviour around the school.

If you hear abusive or foul language, please remind the students that it is not acceptable.

Remember that this may be how they speak to each other at home or between friends, they do not

always find it offensive.

Please reprimand when you overhear students using offensive language when talking to each other.

However, swearing or using foul language is a serious incident if it is addressed directly at you.

For persistent or particularly poor behaviour around school please note a B in the planner in the

comments section.

Mobile phones Mobile phones must be turned off and in the student’s bag/pocket at all times. This prevents cyber

bullying taking place during the day, it also protects staff as students cannot video or record you as

you work. Please DO NOT ask students to use them during lessons.

If seen, mobile phones should be requested. When handed over they should be taken, as soon as

possible, to student reception to be collected at the end of the day.

If the child refuses to hand over the phone do not cause confrontation, but report it to the Pastoral

Team who will deal with it.

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The BBEC Behaviour System

Behaviour is becoming a concern and normal

classroom strategies are not having an impact.

Issue first ‘chance’.

Note ‘B’ in planner.

YES

Remove to Yellow Card / Exit Room to continue to work (if

extreme/threatening, go to Red box immediately).

Inform student they have a ‘Red Card’ and email/ring

PMs – someone will come to remove student from lesson.

The student will have a 60 min detention.

Is poor behaviour

continuing?

Is behaviour extreme

or threatening?

If the student refuses

to go

NO