Behaviour for Learning Policy

Phase One Launch6/1/20143.15- 4.30

Introduction

At Wrotham School we aim to support, reward and challenge our students to develop the highest standards of behaviour so that all students can make excellent progress, feel safe and happy, and develop self-confidence and resilience. These are the qualities that will enable our students to be self-disciplined young people who are confident and at ease in a wide variety of situations, and to develop aspirations that will help drive their success.

Ethos

• Behaviour for Learning.• Rewarding excellent behaviours.• Shared community values.• Clear and consistent implementation and

consequences.• Supported and understood by all• Positive reinforcement.• High Expectations.

Phase One

• The Respect Agenda.• The Home School Agreement. • Consequences and Sanctions.• Rewards strategy.

Phase Two

• Bullying, gender discrimination, racism and homophobia.

• Consistent communication with parents.• Standards- Uniform, conduct etc.• Property, theft and vandalism. • Restorative justice

Home School Agreement

• This document is the agreement between parents and the school on how we will support each-other.

• It makes the expectations of each party clear.

• All staff must read this carefully.

Home School Agreement

We ask that every parent reads, understands and signs this agreement. This agreement confirms the strong commitment to doing what is best for the young people at Wrotham School as the result of a committed partnership between school and home.

These are being sent out this week:

- All CGL to chase nil returns- Refer to HOH to follow up persistent nil returns- HOH pass to SLT any refusal to sign.

RESPECT AGENDA

MR/ BB

"The young people now love luxury. They have bad manners, contempt for authority, they show disrespect to their elders.... They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and are tyrants over their teachers."

• "The young people now love luxury. They have bad manners, contempt for authority, they show disrespect to their elders.... They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and are tyrants over their teachers."

•-Socrates, 5th century BC

Respect Agenda

The Respect Agenda is a simple set of standards by which every member of the school community is expected to apply in their school and work environment. These are social, moral and ethical standards that sit at the core of our beliefs and shared commitment.

Students, staff and all members of the school community are asked to understand and uphold these standards in everything that they do.

Core expectations

• Respect- For others• Respect- For environment• Respect- For learning• Respect- For safety

The Respect “Mantra”• Responsible: Taking responsibility for your actions

• Enthusiastic: Giving 100% in everything you do- being positive

• Safe: ensuring your own safety and the safety of others in and outside of school

• Pro-active: Making the most out of every opportunity

• Equipped: Ready to learn, ready to succeed

• Considerate: Treating everyone fairly and showing good manners

• Trustworthy: Being honest and reliable

Implementation

• This can be used as a compass for expectations in everything we do.

• Every action or interaction can be judged against these standards.

• Everyone must understand them and apply them by referring to them as basic expectations.

BEHAVIOUR FOR LEARNING

Learner Entitlement: The Sixth Form will endeavour to deliver learning opportunities for students which will:

Enable you to achieve your full academic potential. Provide a range of courses to prepare you for further study, training or employment. Take place in a safe, accessible, caring and supportive environment. Give the opportunity for your parents/carers to come into school to discuss your

progress. Support you in developing appropriate study skills and overcoming barriers which

might get in the way of your learning. Provide you with careers information and support for Higher Education, employment

and other post-Sixth Form options. Encourage you to take an active part in a range of enrichment and volunteering

activities. RESPECT for your learning and approach your studies to gain maximum benefit and achievement by: ● completing all class and homework set by teaching staff, submitting work to deadlines, and by

catching up on any work that has been missed through absence. ● arriving for registration on time, which begins promptly at 8:30am on Mondays and Fridays. ● attending classes promptly and regularly. ● informing your tutor of any absence and by providing evidence of illness etc as required. ● informing your tutor and subject teachers if you experience any difficulties, or if there are

reasons why you may not be able to complete work, and, if necessary, seeking help from them.

● accepting that examination entry is conditional upon regular attendance and satisfactory completion of class and homework.

● accepting that you could be asked to leave the sixth form at any time if your attendance falls below 90%.

● accepting that entry at A2 level is conditional of having achieved at least a D at AS level. ● accepting that entry at A2 level is conditional of having an attendance record of at least 90%. RESPECT other people by: ● conducting yourself in accordance with our Equal Opportunities Policy. ● not physically or verbally abusing anyone in the Sixth Form or school. ● not hindering the work of any other member of the Sixth Form or school. ● not bringing or encouraging strangers onsite. ● switching your mobile phone off except when within the confines of the Sixth Form Study

centre. RESPECT the Health and Safety of yourself and others by: ● following safety rules and fire drill procedures.

Consequences and Sanctions

MW/ AR

Consequences and Sanctions

• The foundation for effective behaviour policy is consistency of implementation.

• When the rules are unclear or are applied unevenly the system will begin to fail.

• These changes aim to provide clarity for all.

Cause Consequence Duration Notes

C4 IncidentsPersistent and regular C3/C4

Further Sanction/ Exclusion/ Internal exclusion.

Variable SLT only- Individual cases considered.

C4 behaviour – Serious incidents Removed by BSO/ SLT + SLT detention 60 minutes Phone call/ letter home.

Failure to attend LOL/ HOH detention

BSO/ SLT Detention 60 minutes Phone Call and letter home

C4- (Persistent C2/C3) Head of House detention 25- 50 minutes HOH- Report issued

Failure to attend Class teacher detention LOL/ Department Detention 25- 60 minutes Phone call home

C3- Disrupting learning of others Moved within department + LOL Detention

25-60 mins Phone call home.

Persistent Disruption (4th incident) C3 issued (moved in department) N/A See “Disrupting the learning of others”

Receiving a C2/3 Class teacher detention 10- 25 minutes Lunchtime or after school

Continued disruption (3rd incident) C2 issued N/A See receiving a C2/3

Low level disruption (2nd incident) C1 issued/ 2nd verbal warning N/A Record on SIMS

Low level disruption (1st incident) Verbal Warning N/A Clear expectations

Poorly equipped (planner, stationary, uniform) etc.

Verbal Warning Classroom teacher detention for repeated issues

10 minutes LunchtimeInform CGL.Record on SIMS

Refusal to comply with reasonable requests (including confiscation)

Give a further chance to comply.Make consequences of defiance clear.Refer to HOH HOH detention

N/A Record on SIMS.

Prohibited items – Jewellery, Mobile Phones, Hoodies etc.

Confiscate and deliver to office. N/A Record on SIMS, Items kept until end of day.

Late arrival Class teacher detention 5-20 minutesLunchtime

Recorded on SIMS

Detentions

• Teacher detention – Lunch or after school at teachers discretion

• HOH/ LOL detention – Lunch or after school detention – at a designated time slot each week.

• SLT detention – Wednesday 3.05- 4,05

Detentions

• 24 hours notice – by telephone required for after school detentions.

• HOH/ LOL – Followed up by subject/ pastoral report.

• SLT – accompanied by letter home.• Failure to attend leads to escalation to next stage. • All incidents to be logged on SIMS.• Email LOL/ HOH/ SLT (AR) to refer names, with

reasons, to the detention lists.

Department Parking

• Please see your LOL for your parking rota. • In case of absence/ cover – Refer to BSO or SLT

rota to remove/ move students.

• All moves/ removal must be followed up with further, relevant sanction.

Isolation/ Internal exclusion

Rewards

TK/ KW

Rewards

Rationale

The effective functioning of the School can only be achieved by developing a culture of co-operation and consideration. The caring yet purposeful ethos at Wrotham School is maintained through an approach of combining firm discipline and high expectations with encouragement, praise and motivation; this combination is essential in order that students and staff can work together in a happy, positive environment.

House PointsHouse Points are awarded for positive behaviours and recorded by members of staff through SIMs for the following:

• 100% Attendance in one Term (LS)• 100% Attendance in one week (LS)• Helpful, supportive to Staff• Inter House Competitions• Lunch Duty• Peer Mediator appointment (AR)• Prefect Appointment (AR)• Uniform• Representing the School• School/House Council Appointment• Excellent Behaviour in class• Excellent Behaviour out in class• Excellent Oral contribution in class• House Points are also awarded for all Inter-House Competitions.

To add value to the House Point system the following prizes will be awarded:

20 House Points in one week

Students who receive 20 House Points in one week will be presented with a certificate of recognition from their Community Group Leader

50 House Points achieved during the year

For each 50 House Points achieved the student will receive one entry into the annual £250 prize draw. They will also receive a certificate each time.

100 House Points achieved during the year

Once a student reaches 100 House Points they will be presented with a letter of acknowledgement from the Head of House, as well as another entry into the draw.

150 House Points achieved during the year

Once a student reaches 150 House Points they will be presented with a choice of prizes and another entry into th draw.

200 House Points achieved during the year

Once a student reaches 200 House Points they will receive a letter from the Head Teacher and also be invited to the Head Teachers tea party during the last week of each term (KS3) or a Pizza take-out evening (KS4), as well as another entry into the draw.

250 House Points achieved during the year

Once a student reaches 250 House Points they will receive a trophy as well as another entry into the draw

Reward Cards

To recognise and record pupil’s academic progress and achievement all students will be issued with a reward card where they can collect stamps or teachers signatures.

Key Stage 3 Most able (Reaching and exceeding expectations):

• Meeting target grades on two pieces of work• Completion of test to high standards• Attendance at subject clubs and activities• Improved effort and work rate• Being on track to make progress in five or more

subjects• Outstanding effort in classwork• Outstanding effort in homework• Evidence of independent learning

Key Stage 3 (Aiming high):

• Completion of homework• Attendance at homework club• Meeting target grades on two pieces of work• Improvement in an assessment• Attendance at subject clubs and activities• Improved effort and work rate• Outstanding effort in classwork• Outstanding effort in homework• Evidence of independent learning

Key Stage 4 (Reaching for A*):

• On track to achieve three or more A*s• On track to meet four levels of progress• Meeting target grades on two pieces of work• Completion of test to high standards• Attendance at subject clubs and activities• Improved effort and work rate• Being on track to make progress in five or more subjects• Outstanding effort in classwork• Outstanding effort in homework• Evidence of independent learning

Key Stage 4 (Aiming for outstanding):

• Attending revision sessions• On track to achieve 5A*-C Grades including English and Maths• On track to meet four levels of progress• Meeting target grades on two pieces of work• Completion of test to high standards• Completion of homework• Attendance at subject clubs and activities• Improved effort and work rate• Being on track to make progress in five or more subjects• Outstanding effort in classwork• Outstanding effort in homework• Evidence of independent learning• Attendance at extra-curricular activities