School's Behaviour Policy

Contents

Appendix 1: Student Code of Conduct poster

Appendix 2: School Rules

 

Rationale

Positive behaviour is an essential foundation for a creative, effective learning and a sound teaching environment in which all members of the school community can thrive and feel respected, safe and secure.

 

As a school we will endeavour to provide the structure necessary to develop pupils academically, socially and emotionally to enable them to reach their full potential.

It is vital to ensure that Nunnykirk School is a safe and supportive environment. To achieve this we expect:

  • High standards of positive behaviour in and out of the classroom.
  • Staff and students to be respectful, kind and courteous.
  • Achievements to be recognised, rewarded and celebrated.
  • Where behaviour falls short of accepted standards, corrective procedures are followed and sanctions are applied fairly and consistently according to the individual needs of students.

If negative behaviours persist we will institute statutory requirements in relation to behaviour and exclusions.

 

Student Code of Conduct

A key element to promoting positive behaviour is the Student code of conduct which acts as a framework to indicate what is expected of our pupils. This code is accepted as the norm by which positive and negative displays of behaviour can be measured.

Students are expected to:

  • Contribute to a well-ordered learning environment by;
    • working to the best of their ability in learning situations.
    • being properly equipped for school.
    • Arriving on time for lessons.
    • Disposing of waste in the bins provided.
  • Show respect for others by;
    • being polite and courteous to staff, visitors and other students.
    • listening to and carrying out instructions.
  • Act in a responsible manner by;
    • taking care of the school to ensure a healthy, safe and secure environment.
    • ensuring forbidden items are not brought to school.
    • moving around school in a quiet and orderly manner, avoiding areas which are deemed out of bounds.
    • ensure the best possible attendance and punctuality.
  • Promote a positive image of the school by;
    • taking a pride in their appearance, being smartly and correctly dressed for any school activity and when travelling to and from school
    • behaving in a sensible and courteous manner when travelling to and from school.

 

 

See Student Code of Conduct poster (Appendix 1)

 

Bullying

 

The Department of Education defines bullying as:

Deliberately hurtful behaviour, repeated over a period of time, where it is difficult for the victim to defend him/herself.”   ‘Pastoral Care in Schools: Promoting Positive Behaviour’ (2001).

The school believes that all students, whatever their race, culture, gender, faith, sexual orientation, physical or intellectual abilities have the right to learn in a safe and supportive environment, free from intimidation and fear, therefore:

  • When bullying concerns are identified our school will work in a restorative and solution focused way to achieve the necessary change.
  • Pupils who are targeted will be listened to and supported.
  • Pupils who engage in bullying behaviour will be listened to and encouraged to accept responsibility and change their behaviour.
  • Staff will receive training in managing challenging behaviour and bullying prevention.
  • Where a concern arises, staff will receive ongoing support from Senior Managers with pastoral responsibility.
  • Parents will be made aware of our school’s practice to prevent bullying and to respond to concerns through parent information meetings, consultation processes and where necessary, their active participation in partnership with the school to resolve concerns involving their child is welcomed.

 

We promote an environment which teaches students respect for others and where all members of the school are encouraged to contribute to a caring and effective atmosphere.

All students are encouraged to speak to a member of staff if they are being made to feel uncomfortable at school or if they witness this happening to others. Parents and the students themselves are encouraged to let us know if there is a problem that is making them unhappy. Bullying cannot be dealt with if the school is unaware of the problem.

Different forms of bullying

The school recognises that bullying can take many different forms, but the three main types are:

Physical:  hitting, kicking, taking belongings

Verbal:  name calling, insulting, offensive language, racist, homophobic or sexual remarks

Psychological:  spreading nasty rumours, inciting others to be cruel or encouraging others to overtly isolate and ignore the individual, sending malicious messages through the use of modern technology

 

 

Student Expectations and Responsibilities

To ensure that Nunnykirk is an environment in which all pupils feel safe and confident to learn and teachers feel able to teach, it is important that key expectations are shared by all classroom staff. These expectations are summarised in the student planner and signed by stakeholders in the Home School Agreement.

Values of our school (see appendix 1) are displayed around the school environment and in every classroom.

The expectations and values will be discussed with students on a regular basis during assemblies, tutor period, PSHE and Student Council meetings. If the behaviour of a student, outside of the school premises or the normal school day, negatively impacts the reputation of the school then sanctions may be applied. Alternatively, if the behaviour of a student, outside the school premises or the normal school day, positively impacts the reputation of the school this will be recognised.                                               

 

Behaviour Support Structure

Classroom staff are mainly responsible to deal with most incidents of behaviour not in accordance with the Student Code of Conduct.

 

A form teacher is able to place a pupil in their form onto Amber Report in response to infractions of the Student Code of Conduct. They will inform parents/carers of this move.

More significant incidents or repeated infractions will be referred to the SLT who may place or promote a pupil onto Red Report.

 

Each report has individualised targets, shared and reviewed with the pupil (and parent if appropriate). A pupil is on Amber report for 2 days, Red report for 3 days.

 

A pupil returning to school following an exclusion will be placed onto a Red Report.

 

Monitoring Behaviours

To ensure that all students are being supported it is expected that all members of staff record positive and negative behavioural issues using the merit system and the BFL sanction log in the staff room . This will allow form teachers, CTLs and SLT to regularly ensure that all pupils are being supported, rewarded and challenged in necessary. The data will be evaluated termly by SLT, governors and the Student Council to respond to specific concerns.

 

Encouraging and Acknowledging Positive Behaviour  

At Nunnykirk School we are committed to supporting each other. We believe that effective behaviour management is essential if a climate for learning is to be achieved where staff and students can operate to their potential.

It is recognised that a positive, safe and healthy learning environment is a consequence of high expectations and mutual respect where rewards and sanctions are fairly applied.

It is the duty of all staff to maintain high levels of care and good control of pupils in their charge at all times and to take responsibility for encouraging positive behaviour across the school. All teachers will have access to training on behaviour management strategies and how to support the school and emotional aspects of student learning.

 

Spectrum Scales of Behaviour

 

At Nunnykirk school we aim to encourage students to reach the highest standards of which they are capable, but at the same time it is recognised that there may be occasions when that may be difficult for a variety of reasons. Education, and emotional maturation can be a challenge as can having good relationships with all people at all times. Nevertheless all pupils and staff are entitled to learn and work in a safe, secure and relaxed environment without fear of the action of other pupils.

To assist us in calibrating the levels of behaviour that can be presented we have developed a numerical scale of behaviour measurement system that gives a broad indicator concerning the behavioural responses and emotional status of our students.

Key Principles for the Spectrum scale for managing behaviours:

  • Every child has the right to learn to the best of their ability
  • Staff, children and visitors have the right to feel safe in the school environment
  • No-one has the right to disrupt, or interfere with, the learning of others
  • All people have the right to be respected
  • Negative behaviours are managed consistently in line with the strategies outlines in this document.
  • Special Educational Needs, disabilities and the needs of vulnerable children, are taken into account.
  • It is recognised that children have varying needs, and backgrounds, so some pupils may need additional support to meet the behavioural expectations of the school.

 

 

 

1

2

3

4

5

Ideal

Anxious

Disruptive

Angry

Unsafe

 

This combination has been adopted to portray the potential for behavioural changes from positive to passive to negative displays of emotion. Words that describe behavioural changes can be misunderstood therefore the use of a five point behaviour rating has been adopted to indicate a behavioural state. In essence the application of the numbers is as follows:

 

1 Ideal:

    • A positive pattern of personal management where the student is well settled, and in a good position to attend and concentrate.
    • This should be the standard position for students. It is a status that is anticipated of ANY student regardless of their Special Educational Needs.
    • Most students will exist and remain in the Ideal section of the spectrum chart and enjoy a positive learning experience.

 

2 Anxious –

    • The student is able to learn and tolerate the classroom environment but signs of unrest are present.
    • The student has a problem and caution and care needs to be taken by staff to move the student towards an ‘Ideal’ pattern of behaviour, or at least prevent any development in behaviours that are deemed negative to a learning situation
    • Typical behaviours in the 2 section would indicate levels of withdrawal, fiddling, procrastination or frustration

 

3 Disruptive:

    • The student is unable to learn and tolerate the classroom environment and signs of unrest and disruption are present.
    • The student is in need of attention. Caution and care needs to be taken by staff to move the student from 3 towards an ‘Ideal’ pattern of behaviour, or at least prevent any development in behaviours that are deemed negative to a learning situation.
    • Typical behaviours in the 3 sections could include tapping, shouting out, leaving seat, chatting to others, refusals, rocking on chairs, putting no effort into work.
    • These are behaviours that operate against compliance to teaching, learning and staff direction.

 

4 Angry

5 Unsafe

    • The student is losing control and is unable to tolerate the classroom environment
    • The 4/5 scale behaviours display evidence that the student is experiencing negative emotions that can be:
        • High levels of disruption.
        • Destructive actions where equipment or property is damaged.
        • Dangerous actions where harm may result.

 

 

For Students Operating in the 2-3 or 4-5 scale:

Wherever possible staff will avoid confrontational situations and will operate according to their training in managing challenging behaviours and observe the SMART principles outlined as follows:

Stay one step ahead – (know the individual student/s, their history, and behavioural patterns, plan interactions, organise effectively etc).

Move one step at a time – (operate at the pace of the child, do not apply pressure, or unnecessary stress).

Attend 100% - (maintain due diligence at all times).

Refocus the attention – (Offer alternative strategies that can be used to redirect or calm stressed pupils).

Together – (Work in partnership with the pupil in order to gain trust and strengthen relationships).

Sometimes staff should not intervene in an incident without help (unless it is an emergency). For example; when dealing with a physically larger, or more than one pupil, or if the member of staff believes he or she may be at risk of injury. In those circumstances they should move away other pupils who might be at risk, and summon assistance from a colleague or colleagues. The member of staff should inform the pupil(s) that he or she has sent for help. Until assistance arrives the member of staff should communicate calmly with the individual in an attempt to diffuse the situation and try to prevent the incident from escalating.

It may therefore be necessary, on occasions, to use trained intervention techniques to prevent pupils from threatening the safety of others, putting themselves at risk or causing unreasonable damage to the environment. The use of physical intervention in controlling a pupil's behaviour should only be deployed in circumstances when all other methods of control have been exhausted. It should only be engaged for the minimum of time to enable the individual pupil to regain self-control.

Staff will consider the schools child protection and moving and handling policy when managing challenging behaviours, and operate within the parameters of the specific training undertaken by staff in order to:

 

  1. To prevent the pupil from causing injury to self, other pupils or staff.
  2. To prevent damage to the environment.
  3. To help the individual regain self-control.
  4. To ensure staff are legally safe.

 

Student Code of Conduct

Expectations:

 

STRIVE - to be the best we can be

 

  • Contribute to a well-ordered learning environment by;
    • being properly equipped for school
    • arriving on time for lessons
    • working to the best of your ability in learning situations
  • Promote a positive image of the school by;
    • taking a pride in your appearance, being smartly and correctly dressed for any school activity and when travelling to and from school
    • behaving in a sensible and courteous manner when travelling to and from school.

 

 

CARE -  about ourselves, others and our community

 

  • Show respect for others by;
    • being polite and courteous to staff, visitors and other students
    • listening to and carrying out instructions
    • not preventing others from learning
    • disposing of waste in the bins provided

 

ACHIEVE - our goals and move forward together

 

  • Act in a responsible manner by;
    • taking care of the school to ensure a healthy, safe and secure environment
    • ensuring forbidden items are not brought to school
    • moving around school in a quiet and orderly manner, avoiding areas which are deemed out of bounds
    • ensuring the best possible attendance and punctuality

   

                              Forbidden Items in Our School

 

  • We hand our mobile phones in during school time
  • We do not have chewing gum in school.
  • We do not bring cigarettes, alcohol or drugs into school.