Behaviour for Learning

1 .Moorbridge Statement

Moorbridge is a Pupil Referral Unit for KS3 and KS4 students living in North Tyneside. Moorbridge operates within the ‘Children, Young People and Learning’ Directorate to provide education otherwise than at school for those students in KS3 and 4 who require ‘exceptional provision’ in accordance with the Education Act 1996 (Sec 19 (2) and Schedule 1)

Students in Moorbridge include those who are: permanently excluded or at risk of this, students with a medical or psychological assessment indicating a disorder, students with Statements of Special Educational Needs awaiting placement and students undergoing formal assessment for Special Educational Needs. Other students are admitted where places are available, if agreed as an appropriate placement. Within both key stages students are closely monitored by staff and taught in small groups, the main aim being to reintegrate into an appropriate school setting.

2. Vision Statement

‘We Build Bridges’

The bridges we aim to build at Moorbridge include forging links with: parents and carers, schools, colleges and other education providers, the local community, health and support services, Youth Offending Teams, providers of activities for young people and local businesses.

For our students, there may also be ‘bridges to build’ in order to repair fractured relationships and to start afresh. We aim to assist with this where it is possible.

3. Rationale

Moorbridge provides an environment where students can make a fresh start. They are given opportunities and sufficient support in order to engage in lessons and activities whilst feeling safe enough to do so.

At Moorbridge it is expected that students will make progress, develop self-esteem, confidence and responsibility for themselves and others. This is to ensure they have the best possible future outcome for themselves.

4. Aims of the Policy

This policy aims to ensure that the school operates safely and smoothly for all. It describes procedures and routines and how they support staff in creating an environment in which all students can learn and progress, therefore allowing them to work towards achieving their full potential.

5. Rights, Responsibilities and Expectations

At Moorbridge we believe that students, staff and parents/carers all have a number of rights and responsibilities.

To ensure Positive Behaviour Management is a success within Moorbridge, rights, responsibilities and expectations are clearly outlined to all students, staff and parents/carers. (Appendix 1)

All rights and responsibilities were developed in full consultation with Staff, Students and Governors and apply to all members of Moorbridge including; students, staff and parents/carers.

School and Classroom Expectations give protection to the Rights and Responsibilities of staff and students. These Expectations are regularly discussed with students and staff, and are reviewed periodically. (Appendix 2)

As part of the Moorbridge ‘Whole Unit Approach’, when negative behaviours occur in school, staff will always make reference to the expectation which has not been met, or rule which has been broken.

6. Curriculum

In order to support the positive behaviour of all students, the curriculum Moorbridge offers is meticulously planned and differentiated to ensure all students are working to individualised targets and reaching their own personal potential. Lessons and activities are designed to be appropriate, engaging and enjoyable. The outstanding planning of lessons and meeting of individual student’s needs encourages students to participate fully.

Students in KS3 are split into 5 base class colour groups (red, blue, green, yellow, orange). Student’s work in small class groups (maximum of 10) and all classes have 1 Teacher and at least 1 Learning Mentor. Extra staff are placed in classes to support students on a 1:1 basis if and when required.

Moorbridge offers a broad, balanced range of subjects and activities. (Appendix 3).

Communication skills sessions including reading, spelling and listening are taught on a daily basis.

A weekly base class challenge is set for each group to encourage their teamwork and communication skills. PSHE and Enrichment lessons include work on skills to develop emotional literacy, responding to sensitive issues and also reinforce the importance of respect and the value of rules and responsibilities.

Moorbridge establishes ‘Focus Groups’ to allow students to bring issues they wish to discuss or help with the appointment of staff. This ensures that the student’s voice is heard, valued and respected.

Students work towards individualised targets which are discussed and recorded during a Behaviour for Learning session once a week. Staff work on a 1:1 basis with each student while setting these targets. Targets are SMART and provide a continued record of progress. Student’s behaviour targets are printed on their points sheets which are taken to each lesson. This ensures both the students and staff are aware of the targets and the importance of achieving them.

The main aim of the target setting is to help the students take ownership of their behaviour and learning in school and acts as an accurate mechanism for staff to monitor and evaluate behaviour and learning.

Targets are designed to link directly with the termly IAPPRs (Individual Action Plan and Pupil Progress Report), and are set in the following categories;

  • Personal
  • Attendance
  • Additional Needs

Incentives are in place surrounding students’ targets to encourage progress and development.

7. Timetables and Routines

Consistent and clearly established routines are a fundamental part of the day to day running of Moorbridge. Negative Behaviours are more likely to occur when students sense a lack of structure. In order to prevent these Negative Behaviours, the following measures are employed and applied as part of the ‘Whole Unit Approach’.

  • Timetable (Appendix 4)
  • Daily Routines (Appendix 5)

In order to create and maintain a safe, secure and effective learning environment, staff meet twice daily. A staff briefing takes place before the students arrive to discuss the day ahead and any areas of concern. A staff de-brief is scheduled after all students have left school to discuss and record the day’s events. Every student within KS3 and KS4 are discussed and information is recorded on daily records allowing all members staff the opportunity to pass on information. Information discussed during these meetings may lead to referrals or engagement with other agencies and professionals in and out of school.

8. Points and Rewards System – Live Data Monitoring

Moorbridge uses a points system to track student’s progress and behaviour in school. Students earn points during lessons which directly link to a comprehensive and meaningful rewards system. The points system is split into two sections; Work and Behaviour.

At the beginning of every day, students are given a points sheet which shows their timetable and their personal weekly behaviour target. The points sheet is completed by staff at the end of each lesson and is handed back to the base class staff at the end of the day.

Students can achieve a maximum of 5 points for both work and behaviour in each lesson. Work and Behaviour Point scales are displayed in all class rooms and around school. (Appendix 6)

Students are given reward options in the morning assembly and are then able to choose which activity they access during break and lunch in base classes providing they have earned the points to do so.

Students are expected to achieve a minimum of 7 points per lesson. When students fall short of this expectation, students are requir3ed to complete a reflection session during break / lunch to address any issues. This then gives each student the opportunity to access activities twice per day. If a student does not meet the school expectations and misses out on rewards at break time, there is an opportunity for staff to offer positive encouragement, following the restorative practice model, and a chance for the student to re-focus, ensuring that they meet their goals and access rewards later that day.

This process provides us with live monitoring of data in order to offer students immediate response and intervention to increase behaviour management impact and progress.

If students achieve less than 42 points in a school day, a reflection and development session will be carried out from 2.15 – 2.30 which includes a daily review with a member of staff, identifying any issues and setting small achievable targets for the following day.

A total of 300 points are available each week. A minimum of 225 points are required for students to access a range of rewards on Friday afternoons. A points leader board is updated daily and circulated throughout the day to students. Each Half term the 6 – 8 students with the highest number of points are taken offsite to access rewards outside of school. (Appendix 7)

The students who have reached the set target but are not in the top 6 – 8, access rewards in school. (Appendix 8).

Those students who are unable to reach the required number of points are put together into a work group where they will complete any work they need to catch up on and discuss with staff the reasons why they have not achieved their targets. These students may join in onsite rewards for a limited period of time, providing all work and the weekly review is completed.

Points are recorded both on an individual and group basis. Each colour group compete against each other for an end of term group reward.

Incentives including; ‘Pupil of the week’ (English, maths and Science), ‘Top Performer’ and ‘Most Improved Student’, also run on a weekly basis. (Appendix 9)

Within Key Stage 4, some students work towards individual targets alongside the work or behaviour scales. Students still work towards the same weekly points total targets but individual targets are measured using the 1-5 points system.

9. Behaviour Management and Intervention

Recognising achievements and celebrating progress helps to motivate and encourage students to continually demonstrate positive behaviour and develop in school.

Staff in Moorbridge endeavour to consistently reward the students who are working and behaving appropriately and meeting the school expectations. Staff take into consideration the individual when using rewards to ensure the student values the reward and it has been used effectively. (Appendix 10)

When behaviour falls short of the expectations of the school, staff strive to ensure that the opportunities for teaching and learning to take place are maximised. To reduce the level of disruptive behaviours within the classroom, a Classroom Management Process is used as part of the ‘Whole Unit Approach’ to establish consistency and fairness throughout the school.

The Classroom Management Process is used when students display negative behaviours during lessons.

Unacceptable or Negative behaviours are split into three categories. Minor, Middle and Major.

(Appendix 11)

The three categories are to be used as a guide and staff should always use their discretions and professional judgement when managing any behaviour.

A Behaviour Intervention Plan will be implemented for students in KS3 and KS4 if / when students require further interventions.

The plan provides more intensive intervention and monitoring and increases support around the student. Behaviour Intervention Plans address specific behaviours and involves the student, staff and parents/carers. The plan focuses on the ‘whole student’ and attempts to teach the student coping strategies for their behaviours while also ensuring the learning environment for the student is appropriate and modifications are made where necessary. Part of the plan includes effective consequence strategies, the recognition of achievement and rewarding success. The plan will act as guidance for staff when dealing with behaviours and provide constancy in approach.

Behaviour Intervention Plans are working documents and are regularly updated and reviewed periodically.

10. Mobile Phones

Moorbridge operates a strict no mobile phone policy. Students are given the option to hand in mobile phones at the beginning of the day.

The process below will be consistently followed. However, flexibility will be shown only where there are clear mitigating circumstances. This will be decided by the leadership team.

11. Restorative Practice Model

Staff and students work together to try to resolve issues following a Restorative Practice Model. (Appendix 12)

This links directly with the reflection process following any serious incident within school. Restorative discussions will be offered to students following an incident and in some circumstances will be insisted upon. Staff at Moorbridge believe that pupils should always be given the opportunity to recognise and change their behaviour, developing a positive outcome from any situation.

Staff at Moorbridge believe that the encouragement and recognition of positive behaviour is crucial. However, when negative behaviours occur, an immediate consequence provides students with immediate feedback and enables them to recognise and correct their behaviour. Due to student’s self esteem and confidence levels, Moorbridge endeavour to accentuate the positive feedback and keep sanctions and consequences to a minimum.

Sanctions are used to promote positive behaviour by linking student’s negative behaviour to a logical consequence. Staff always consider the effectiveness and relevance of the sanction before imposing it and consider the following;

  • Does the sanction match the behaviour?
  • Is it consistent with the behaviour policy?
  • Does the student understand the reason for the sanction?

To support staff and students in the encouragement of positive behaviour and the discouragement of negative behaviour, Moorbridge use a variety of sanctions and consequences. (Appendix 13)

Staff in Moorbridge are required to use a degree of vigilance when dealing with negative behaviours in school to maintain good order and a positive, calm and safe environment for all. Staff are encouraged to use their professional judgement and discretion when dealing with all levels of negative behaviour. Staff will always consider which behaviours need to be addressed and which behaviours are best to be tactically ignored. (Appendix 14)

Staff in Moorbridge all follow a good practice guide when dealing with negative behaviours. (Appendix 15)

This guide is continuously developed by all staff and new strategies and techniques are updated periodically.

12. Reasonable Force

In extreme circumstances a pupil may need to be restrained by members of staff with the use of reasonable force. Reasonable force can be used to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder.

In a school, force is used for two main purposes – to control pupils or to restrain them.

The decision on whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on the individual circumstances.

The following list is not exhaustive but provides some examples of situations where reasonable force can be used.

  • Remove disruptive children from the classroom where they have refused to follow an instruction to do so
  • Prevent a pupil behaving in a way that disrupts a school event or a school trip or visit
  • Prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;
  • Prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground; and
  • Restrain a pupil at risk of harming themselves through physical outbursts.

All reasonable force will be used and recorded in line with Section 93, Part 7 of the Educational Inspection Act 2006.

13. Record Keeping

At Moorbridge, a range of comprehensive Behaviour Monitoring Systems are in place to ensure all information is logged efficiently and where incidents and behaviour patterns can be monitored effectively.

Each student has a daily record which all staff have access to and complete on a daily basis following the staff de-brief. Staff highlight any areas of concern and give a general report on the student’s day in school.

If a more serious incident occurs, staff will complete an Incident Report Form (Appendix 16). Staff then follow the Major Incident Report Process (Appendix 18) This report is then given to a member of the Senior Leadership Team, and copies are made for both the Student’s file and the Moorbridge Incident File.

Incident reports require the following information;

  • Antecedents (what happened immediately before the incident)
  • Behaviour (a description of the incident or event)
  • Consequence (for all concerned, long term and short term)
  • Reflection (what happened after the consequence, discussions with staff and students involved and how to move forward)

Reflection will be completed at the earliest possible time following the incident. This provides an opportunity for any relationships to be repaired, and develops positive strategies and steps to ensure the incident is not repeated.

Staff at Moorbridge believe any situation can have a positive outcome and as part of the ‘Whole Unit Approach’, instil that every day is regarded as a fresh start for all.

Significant information forms are completed by staff where necessary and passed to the relevant members of the Senior Leadership Team.

These forms are then recorded in the student’s personal file and the Moorbridge Significant information File and action is taken when required. (Appendix 17)

14. Risk Assessment

All students are treated as individuals and where necessary a Risk Assessment will be put in place to ensure both the students and staff are protected and kept safe at all times.

For more information, refer to the Moorbridge Risk Assessment Policy.

15. Exclusions

Exclusions are regarded as a last resort in Moorbridge and every effort is made to avoid exclusion either fixed term or permanent. All pupils given a fixed term exclusion have a readmission interview and review with parents / carers and a member of the Senior Leadership Team. For more information, refer to the Moorbridge Exclusions Policy.

16. School – Home Partnership

Moorbridge believes that with the active support of parents and carers and by working in partnership together, a more consistent and positive approach to the education and behaviour management of students is offered.

Both KS3 and KS4 employ a Link Worker to liaise with parents/carers and build the relationship between home and school.

Regular contact between home and school promotes information sharing. Means of communication include;

  • Home Visits
  • Telephone Contact
  • Text Messaging Service
  • Meetings in school

Parents are encouraged to contact school for any reason that may affect the learning or behaviour of a student.

A half termly review is held for parents and carers to come into school and discuss progress with staff.

17. Colleague Support

All staff at Moorbridge have the right to be supported by their colleagues. All staff will therefore support and follow through decisions and actions made by other staff, providing they are in line with the principles of this behaviour policy.

All staff have the opportunity to discuss difficulties in an open and non-judgemental framework. This can include informal and private conversations between staff, formal debriefing, formal performance management and staff meetings.

Staff have the responsibility to follow the principles of this behaviour policy and support the decisions and actions of colleagues (including the Senior Leadership Team), providing they are in line with the principles of this policy.

The Senior Leadership Team must provide active support to colleagues and provide leadership on the consistent implementation of this policy.

18. Implementation and Review

The behaviour policy will be reviewed on an annual basis and consultation will involve staff, students, parents/carers and governors.

In order for the implementation of the policy to be a success, Moorbridge must ensure the following;

  • All staff have a working understanding of the policy.
  • The Head Teacher and Behaviour Manager have responsibility for the monitoring of the policy’s consistent application by staff.
  • All staff will be involved in the development of the policy and ensure the document is kept live.
  • Students will be involved in the reviewing of the policy through the Schools Council, PSHE lessons and assemblies. The focus will be on the school expectations and class rules.
  • Parents and Carers will be involved in the reviewing of the policy through the completion of questionnaires and discussions.

19. Absconds

The purpose of this section is to set out clearly for all stakeholders, the process that will take place should a child abscond from school.

To abscond is to ‘leave without permission’.

Under Section 3 of the Health and Safety at Work Act, 1974 and in Common Law, schools and other education settings owe a duty of care towards their pupils. This duty of care requires that all reasonable steps are taken to ensure that pupils are safe and remain within the care of the school at all times throughout the school day and during school led activities.

Where a pupil, present, is found to be absent from school without authorisation the following procedures should be followed:

  • Member of staff to inform Link Worker, Head Teacher, EWO or member of SLT, and main office.
  • Link Worker, Head Teacher, EWO or member of SLT organises search of buildings and known places that the pupil may have gone to.
  • If the pupil is not found then all available staff to complete a more thorough sweep of the school and check the perimeter of the grounds.
  • School office to phone the Parents/Carers immediately when area has been fully checked if the child is not found.
  • Consideration will be given to whether the search should be extended beyond the school perimeter. This decision will be based on staff’s knowledge of the child and on the levels of risk, and on what action is in the child’s best interests – for some LAC children subject to a CP this may mean calling the police.
  • Any staff who leave school grounds to take mobile phone to contact school.
  • Once a pupil has been found then the lead SLT member will use their professional judgement to outline the response towards the pupil and the support the pupil will need in the future.
  • A written report will be filed on the incident.
  • Member of SLT to brief police and parents.

Where a pupil attempts or is seen to be leaving the school premises without authorisation the following procedures should be followed:

  • Staff must follow the student to the perimeter fence or gate and must try to persuade the student to stay in the school.
  • If a student is deemed to be a high risk to himself or other people then staff should adhere to the Positive Handling Policy with reference to holding the student, if appropriate.
  • At all times staff must be aware that active pursuit may encourage the student to leave the immediate vicinity of the school and may also cause the pupil to panic, possibly putting him or herself at risk by running onto a busy road, for example.
  • If the student has left the immediate vicinity of the school the school office Link Worker, Head Teacher, EWO or member of SLT must be contacted immediately and the lead person will direct the course of action.
  • Staff will follow the student and engage in a local search, following the student at a safe distance if in view.
  • The SLT lead may direct additional staff to join the search in a vehicle, taking a mobile phone to contact school.
  • The SLT lead will contact the student’s parents/carers.
  • If the searching staff lose sight of the student they must contact the school office giving details of their location and the clothes which the student is wearing.
  • If the pupil(s) has left the immediate vicinity of the school grounds and is no longer visible then the SLT will make a decision as to how to take matters further which will take into account the age of the student, the prevailing weather conditions, the nature of the incident which led to the pupil absconding, the pupil’s previous history of being involved in episodes of absconding and their outcomes. If the student returns of their own volition, parents/carers will be informed as soon as possible.
  • Upon his or her return to school, and when the student is calm, the student must be seen by the SLT so that the reasons for absconding may be discussed in detail. At this point a decision will be made as to the appropriateness of further actions.

Abscond sanctions / Interventions

The process below will be consistently followed. However, flexibility will be shown only where there are clear mitigating circumstances. This will be decided by the leadership team.

17.

20. Appendices

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1. Rights and Responsibilities

Students have the right to;

  • Feel Safe in School
  • Be treat with respect by staff, students and parents/carers
  • Be able to learn to the best of their ability
  • Be listened to by staff
  • Work is a pleasant, cared for environment

Students have the responsibility to;

  • Follow staff instructions
  • Show respect to all staff, students and the school
  • Listen while others are talking
  • Arrive at school and to lessons on time and be ready to learn
  • Dress appropriately
  • Allow others to learn
  • Use appropriate language

Staff have the right to;

  • Be treat with respect by students, parents/carers and colleagues
  • Be safe in school
  • To carry out their responsibilities without unnecessary disruption

Staff have the responsibility to;

  • Have knowledge of, support and consistently refer to the Positive Behaviour Policy
  • Have knowledge of the types of behaviours displayed within the school
  • Create and maintain a secure learning environment where students can learn
  • Have high expectation of all students
  • Give positive feedback and praise to students who meet school expectations, achieve and progress
  • To set appropriate tasks and differentiate work to meet the individual needs and abilities of students
  • Ensure equal opportunities are maintained
  • Communicate with Parents/Carers regarding their child’s progress in school
  • Report to the Senior Leadership Team

Parents/Carers have the right to;

  • Ensure their child is being treat fairly and with respect
  • Know their child is safe in school
  • Raise any concerns with staff regarding their child’s wellbeing
  • Be regularly informed of their child’s progress in school

Parents/Carers have the responsibility to;

  • Ensure their child attends school
  • Inform school if their child is absent and the reasons for this
  • Support the schools positive Behaviour Policy
  • Support the individual Behaviour management plan of their child
  • Attend reviews and any other meetings regarding their child’s progress and development in school.

2. Expectations of Students

School Expectations

  • To arrive at school on time
  • To be appropriately dressed
  • To follow health and safety rules
  • To respect others
  • To use appropriate language
  • To follow staff instructions

Classroom Expectations

  • To enter the classroom sensibly and be ready to learn
  • To Follow staff instructions
  • To listen to others
  • To use appropriate language
  • To allow others to learn
  • To try your best

3. Lessons / Activities

English

Art

Teamwork Challenges

Maths

Media

History

Science

Food Technology

Communications

Numeracy & Literacy

P.E

ICT

PSHE

Photography

Technology

Citizenship

Geography

French

4. Timetable

Monday – Thursday

Friday

8.15

Staff briefing

8.15

Staff briefing

8.30

Breakfast Club

8.30

Breakfast Club

9.00

Morning Assembly

9.00

Morning Assembly

9.10

Lesson 1

9.10

Lesson 1

9.50

Lesson 2

9.50

Target Setting

10.30

Break / Rewards

10.30

Break / Rewards

10.45

Lesson 3

10.45

Rotation (4 X 15 min Activities)

11.20

Lesson 4

11.45

Celebration Assembly

12.00

Lunch / Rewards

12.00

End of Week Rewards

12.30

Reading

12.30

Lunch

12.45

Lesson 5

13.15

Staff Debrief

13.20

Lesson 6

14.20

Assembly

14.30

Staff Debrief

5. Daily / Weekly / Termly Routines

Staff Briefing

Staff De-brief

Meet and Greeting of students

Recording and Monitoring of daily events

Breakfast Club

Target Setting (weekly)

Morning and afternoon assemblies

Parent/Carer Review (termly)

Celebrating achievement assembly

Student focus meeting (weekly)

CPD training sessions (weekly)

Staff Training

6. Work / Behaviour points breakdown

Work Points

Behaviour Points

5

Extended Task

5

Excellent behaviour for the whole lesson

4

All work completed

4

Good behaviour for most of the lesson

3

Almost all work completed

3

Some unacceptable behaviour – student able to remain in class for the whole lesson

2

Some work completed

2

Intervention used but student able to rejoin lesson

1

Very little work completed

1

Unacceptable behaviour – intervention used more than once

0

No work completed

0

Unacceptable behaviour – student remained in intervention for remainder of lesson

7. Offsite Rewards

FlowRider Indoor Surfing

Crazy Golf

Ice Skating

Surfing

Gill Scrambling

5 a-side football

Trampolining

Museum Visits

Restaurant Visits

Aquarium Visits

Cinema

Woodland Walks

Orienteering

Bowling

8. Onsite Rewards

Sports Activities

Art & Craft

Fashion Design

Hair and Beauty

Games Consoles

Film Club

Outdoor Cooking

Food Tasting

DJ Equipment

Photography

Film Making

9. Incentives

  • Pupil of the Week

One student who has stood out in each lesson (English, Maths and Science) throughout the week will be nominated for ‘star of the week’ during debrief on a Thursday. The student will be rewarded during assembly on a Friday with a choice from the tuck shop, a certificate, postcard and text home to parent / carer.

  • Top performer

The student with the highest points that week will be announced during assembly on a Friday. The student will be rewarded with a certificate, post card and text home and then given the chance to win a prize from the tuck shop, playing a game of higher or lower at the end of assembly.

10. Praise and recognising achievement

This list is not exhaustive but provides a number of examples used within Moorbridge

Approving look / non verbal action

Contact home (letter, text, phone call)

Private verbal praise

Display of work in and around school

Public verbal praise

End of week prizes

Specific verbal praise

Rewards system

High work / behaviour points

On site activity

Certificates

Off site activity

Pupil of the week award

Positive and constructive marking scheme

Top performer of the week award

Attendance award

12. Behaviour categories

This list is not exhaustive but provides a number of examples of behaviours dealt with within Moorbridge.

Staff should use their discretion and professional judgement when dealing with any student behaviour. Some of the behaviours below will cross over.

Minors

Middles

Majors

Swearing

Defacing school property

Fighting

Disrespect to peers

Verbal abuse

Physical Aggression

Leaving the classroom without permission

Use of mobile phone / mp3 player

Vandalism

Littering

Teasing

Smoking

Not listening to others

Defiance

Drugs / alcohol

Lateness

Excessive minor behaviours

Bullying / threatening

Lying

Not following staff instructions

Theft

Kicking doors

Refusal to work

Racism / Sexism

Feet on chairs

Non emergency fire / panic alarm / extinguisher

Chewing / eating / drinking in class

Sexual behaviours

Harassment

Weapons

Matches / lighters on show

Refusal to leave classroom / school building

Excessive middle behaviours

14. Restorative Practice Model –

Restorative approaches are based on four key features: -

Respect – for everyone by listening to other opinions and learning to value them;

Responsibility - taking responsibility for your own actions;

Repair – developing the skills within a school community so its individual members have the necessary skills to identify solutions that repair harm;

Re-Integration - working through a structured, supportive process that resolves the issue and ensure behaviours are not repeated, allowing pupils to remain in mainstream education whilst also achieving all of the above.

All discussions will take place in a restorative manner whereby the pupil will be encouraged to reflect upon and change their behaviour and therefore do not repeat the harmful behaviours above blame and punishment, you are able to create an environment where those involved in conflict have the opportunity

All referrals to intervention will be followed with a Restorative Conversation in order to repair relationships.

15. Sanctions / Consequences

This list is not exhaustive but provides a number of examples used within Moorbridge

Look of disapproval / non verbal action

Restriction of rewards / activities

Removal from classroom

Loss of break time

Timeout

Removal of any banned item

Loss of behaviour / work points

Parent / carer contact

Period of isolation

Parent / carer asked to come into school

Referred to intervention

Reimbursement for damaged property

Period of 1:1 support

Restraint (see reasonable force section)

Moving seats

Reduced timetable

Sent home for remainder of session / day

Fixed term exclusion

Police involvement

External agency involvement

16. Vigilance

Overly Vigilant

Relaxed Vigilance

Insufficiently Vigilant

Staff pay attention and respond to everything. Including matters of low importance.

Too many issues to deal with and unable to follow up on them all.

This may lead to all staff and student attention onto behaviour and not enough on learning.

Students feel a sense of constant pressure.

Staff become over stressed and negative.

Staff pay attention to issues that really matter.

Issues that matter are dealt with appropriately and followed up in accordance with the Positive Behaviour Policy.

This promotes a balance between dealing with behaviour and learning in school.

Students feel safe and are treated fairly.

Staff are consistent and in control.

Staff fail to pay attention to issues that matter and respond to very little.

Negative behaviours are not addressed or dealt with appropriately.

Teaching and learning becomes challenging as not enough attention is given to the behaviour of students.

Students are unaware of expectations and boundaries.

Staff appear uncaring and incompetent.

17. Good Practice Guide

Establish a friendly, positive and supportive relationship with the students in your care.

Voice matching: Your voice should be at the volume and intonation you expect from the student. A loud and aggressive voice will usually result in a loud and aggressive response.

Self-calm: Practice all your self-calming skills. Remember that the first person who needs to calm down in a confrontation is you!

Move in: If you are speaking to an individual student, don’t shout across the room or remain rooted behind your desk; move in. Be aware of your speed of approach!

Move out: Once you have spoken to the student, the temptation is to remain close by, waiting for compliance. You are far more likely to see success if you move away, expecting compliance. This enables the student to make a good choice without the stress of your presence.

Consistent approach: Never go from cold to hot. Students need to be able to track your displeasure at their behaviours. Be specific, not general in reprimands.

Specific praise: Give genuine praise that is specific and targeted as much as possible. This allows the student and their peers to recognise positive behaviour and maintain it.

Positive attention: Think about how students gain your attention in lessons. Be sure that the student’s know that positive social behaviour will be noticed.

Choices: If or when appropriate, offer students some choice over the work they complete in lessons.

Follow through with consequences: Be 100% consistent in sanctions and delivery of consequences.

Personal space: For most of us, personal space is approximately the radius of an outstretched arm; any further away, and it is difficult to work out who is being spoken to. Any closer and you begin to invade intimate space. If you need to be that close, consider standing slightly sideways and avoid a confrontational manner. Be aware that students have different areas of comfort regarding personal space.

Positive ethos: Set a positive ethos in your classroom from the outset. Be on time, be prepared and concentrate initially on the students who are on-task and complying with the classroom guidelines.

Proximity: This is similar to personal space — remember that simply standing near the off-task student will be sufficient to make them consider their behaviour

Proximity praise: Rather than giving random praise, spot the off-task student and make sure you praise the pupil nearby who is on task and complying. This is far more positive than simply noting the wrong behaviour.

Non-verbal language: Be aware that more than 60% of all communication is non-verbal. What is your body language saying?

Antiseptic bounce: This is a classic strategy. Send the target student to a colleague with a note or message. The note says, ‘Tell (student’s name) "Well done" and send him or her back!’ The student has been removed from the problem situation, received praise and has returned in a fresh state of mind.

Meet and greet: Some students are simply not in the right frame of mind at the start of the day or the lesson. Set up a system with you or another member of staff to meet and greet and settle the student.

Refocus: Don’t be verbally misled by arguing students. Refocus them on the issue by using a statement of understanding ('Yes, I see, but you need to...')

Hierarchy of response: Have at least five levels of response and remember that your role is to use the responses to keep the student at the lowest level possible; not to escalate the problem!

Don’t take it personally: It’s hard not to take it personally when a student appears to be doing their utmost to disrupt your lesson. But in almost all situations you will be able to deal with the situation more efficiently and be more likely to prevent a reoccurrence if you take a step back and handle the situation as objectively as possible.

Change of Staff: If you feel that you are not making any progress with a student, ask another member of staff to step in and take over. Do not expect to manage all incidents successfully and allow other members of staff to take over.

Planned Ignoring: Ignoring the low level behaviours can be the most effective method when dealing with negative behaviours.

Maintain communication with colleagues: Wherever possible during incidents attempt to communicate verbally or exchange looks and read facial expressions.

18. Incident Report Form

19. Significant Information Form 20. Incident Report Process

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