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Policy Title: Behaviour for Learning Policy
Version: June 2017
Approval: July 2018
Date of Next Review:
July 2020
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Purpose
The policies purpose is to provide a framework in which students develop positive attitudes that enable students to learn successfully in a safe and encouraging environment. We will promote good behaviour and foster strong positive relations between students, staff, employers and parents. Consistency, fairness and measured responses are all critical to the promotion of the characteristics that we seek to develop in young people.
A successful behaviour policy requires the commitment and consistency of practice of all staff to ensure that learners know the standards expected of them. All members of the school are expected to help maintain an atmosphere conducive to learning, with courtesy and mutual respect as basic requirements. Learners should be treated fairly and consistently and all should uphold the values of the UTC.
Aims
Support effective teaching and learning
Foster mutual respect.
Prepare learners for the adult world
Create consistency of expectations and consequences (These to be communicated clearly)
Challenge poor behaviour in an appropriate manner
Objectives:
Encourage, recognise and reward
Create a safe learning environment
Give clarity of expectation to staff and students
Give a clear understanding of staff roles
Our code of conduct
We believe everyone should subscribe to a number of key expectations that are of equal relevance to the UTC and the workplace and will enable students to thrive successfully in life. These are:
Everyone should respect rules that are there for the safety and protection of themselves and others
Everyone should respect themselves, respect others and respect the environment in which we live
Everyone should subscribe to the fundamental British values of democracy, the rule of law, individual liberty and tolerance of those with different faiths and beliefs
We are a learning environment and that all conduct should support everyone being able to learn effectively
Excellent attendance and punctuality are essential attributes for learning and employability
Everyone should come to the UTC prepared for learning, with the correct equipment and having completed any set work
Everyone should be committed to achieving their best at all times
Our Environment
We place a very high priority on the respect of our environment. We expect all staff, students and visitor to subscribe to our four R’s. These are:
R = reduce the amount of a product that we use
R = re-use a product where this is possible
R = recycle or remake a product by disposing of it in an appropriate manner
R = recover a product, where other means are not possible – this always means put your litter into an appropriate bin and never drop litter
A few simple rules
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We have a few specific rules. These are designed to ensure that everyone is safe, can learn effectively and promote the care of our learning environment.
Everyone is expected to follow our uniform/dress code unless participating in an activity where these would pose a health and safety hazard
Everyone should walk when inside the building and not sit, or block staircases or corridors
Eating and drinking are only permitted in designated areas - indoors in the café and outside in the courtyard (except for water)
Smoking/vaping and chewing gum are not permitted on site, or during any UTC activity off-site
See It Lose It. Mobile phones must be switched off and put away in bags in lessons, unless otherwise authorized by a member of staff
There are a number of items that must not under any circumstances be brought into the UTC. These include: controlled drugs, alcohol, weapons, other illegal substances, or pornographic material. Possession, use, supply or distribution of any of these items will be regarded are a serious breach of our code of conduct and will result in very serious consequences
There are a number of actions that will not be tolerated within the UTC. These include defiance, disruption to learning, physical or verbal aggression, bullying, malicious allegations, theft, vandalism, or the promotion of radicalism
Learning and Teaching
Promoting positive behaviour and full attendance enables high standards of teaching and learning to be achieved. A well-designed and relevant curriculum helps develop and maintain positive behaviour and full attendance. Students learn more effectively when the curriculum is differentiated and teaching styles and approaches accommodate individual learning styles and preferences.
Principles
Staff use most appropriate method of teaching, which draws on students’ experiences and values their contributions
Students are received into a classroom where routines are established and high standards expected
Explicit and regular praise should be used for all types of achievement
Where good conduct is recognised, the reward cannot later be removed or withdrawn
The impact of the curriculum on behaviour and attendance will be monitored continuously.
The PSHCE/ SMSC curriculum will be used to teach and promote the social, emotional and behavioural skills necessary for adulthood. All curriculum areas will provide opportunities to develop and teach these skills so that, through positive behaviour and full attendance, all students can learn and make progress.
When designing the teaching programme, account will be taken of students’ prior learning of social, emotional and behavioural skills at Primary and Key Stage 3 data.
Procedures
The rationale for our Rewards and Consequences system is based around conduct for learning. Attitudes, actions, and behaviours leading to accelerated learning are rewarded accordingly. The level of rewards are described as R1, R2, R3, R4 and R5. Similarly the level of consequences are C1, C2, C3, C4 and C5.
The Rewards and Consequences for students are clearly displayed in all classrooms and in students’ planners. To ensure it does what we need: Rewards and sanctions or consequences must be consistently applied. This is achieved through:
Staff recording all positive and negative incidents
Postcards and phone calls home for multiple R2s or anything higher
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An R1 is achieved when a student accelerates their learning or assists others. R2s can be earned through positive impact upon the class. An R3 is for whole school influence, R4 for Community or County impact and R5 is National or International achievements. The Nautilus badge is awarded at the end of term rewards assembly as follows: R2 = Bronze, R3 = Silver and R4 = Gold.
Behaviour for Learning - Rewards
We believe that the young people should develop the characteristics where they recognize and value what they are doing for its own merit and the positive impact it can make on their own future, or on other people, or the environment. This underpins a sense of self worth and is at the core the entrepreneurial attributes needed to success. However, the growth of such attributes is gradual and should be complemented with more explicit recognition of positive conduct.
R1 – Written and verbal praise to the student, or a phone call home to parents
An R1 is a verbal and sometimes written praise for students who have done something to accelerate their own learning or to demonstrate respect for others. These will often be a positive comment to a student, or a recognition of the quality or care taken in a piece of work – ‘well done’ written in an exercise book is intended as written praise and is separate from feedback given on the learning. These may be given by any member of staff and are intended to recognize and encourage positive conduct in lessons and around the UTC. Examples of conduct that might be praised:
Holding open a door
Helping another person
Making a positive, or enlightening contribution in a lesson
Completing a piece of work to a particularly high standard
Consistent effort and determination
R2 – Postcards and Bronze award
An R2 is awarded to students who accelerate the learning of others or consistently demonstrate the values below. Students will receive themed postcards for particular work, or actions where we want to recognize, or share its value with parents. These will be given by any teacher for a range of positive conduct, but of a more substantial or sustained nature than those at R1. These are all recorded as part of our behavior management system. We will award these postcards around a number of themes directly linked to our vision for learning – these are known as our five E’s.
Excellence – progress and achievement in subjects
Engagement – making really positive contributions to learning
Employability – giving a short presentation to an employer, acting as a student ambassador at an event
Entrepreneurship – demonstrating ‘creativity’, or team-work’ in an extended task, e.g. challenge project
Environment – actions that promote environmental awareness in other students, or sustained involvement in an environmental awareness/conservation scheme
R3 – Principal and employer certificates and Silver Award
An R3 is given when a student has whole-school impact through sustained and exemplary conduct. They will be awarded for success in a number of areas that are common to our curriculum and will take the format of a certificate. They will generally be awarded on a termly basis and will be presented to students at an assembly with their peers. We will also recognize awards given be other organisations (e.g. sport awarding bodies) at the same time for activities outside our curriculum. Examples include:
100% attendance over a term
Outstanding work experience report from an employer
Participation in a local, regional, or national ‘challenge ‘ (e.g. F1 for Schools)
Excellent leadership demonstrated as part of the National Citizen Service (NCS) programme
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RYA Level 1 windsurfing qualification
R4 – Prize giving and award ceremonies and Gold Award
An R4 is given when a student has made positive impact at regional or National level. These will usually be awarded annually and are at a level that would warrant a press release to local media in addition to sharing the success within the UTC community. Employers, or other partners will be invited to present such awards.
Success in a regional, or national ‘challenge’ competition (e.g. F1 for Schools)
Trophy for performance, or progress in public examinations
Significant and sustained contribution to a national or regional community project, or activity
Behaviour for Learning - Sanctions
High quality teaching, engaging learning activities, positive encouragement and mutual respect will underpin learning. This approach will minimize incidents where conduct falls below expectations. However, it is recognized that from time to time, and for a multitude of reasons incidents of poor behaviour can occur. All staff will be trained to manage behaviour effectively; to intervene calmly and to apply sanctions in a fair, proportionate and consistent manner. It is the behaviour, not the student that is unacceptable. The UTC considers itself as an inclusive learning organization and will take account of the SEN, disability and needs of vulnerable children. However, we remain committed to the principle that every student has the right to learn and we must address any actions that could prevent this. Regular involvement of parents and individual support, including the involvement of external professionals will be sought as necessary. Our behaviour for learning policy applies to students on trips, work experience placements and other situations where they could be deemed as representing the UTC, including their journey to/from school each day. For reasons of health and safety students must always follow the instructions of the member of staff that they are with at that time.
Similarly, consequences are given for poor conduct as follows:
C1 = Interrupting learning (Verbal Warning)
C2 = Persistent interruption (Written warning and lunchtime detention)
C3 = Failure to heed previous warnings or serious or breaches of behaviour (Removal from lesson and loss of free time – depending on seriousness)
C4 = Fixed term exclusion; dangerous or abusive behaviour and misconduct
C5 = Permanent exclusion; multiple prior C4s or serious or criminal behaviour or behaviour that endangers the safety and wellbeing of others
C1 – Verbal warnings
These may be given by any member of staff and are intended to identify a concern and enable a student to independently modify their conduct. In most cases no further action will be taken and parents will not be informed at the time, but conduct may be referred to at a subsequent parental meeting. These are minor and occasional breaches in our code of conduct, for example:
Inconsistent, or slow work rate
Interrupting learning
Not having the correct equipment, or uniform
Being late to a lesson
Not fully completing homework, or other assignments
C2 – Lunchtime, or extended day detention.
Lunchtime detentions may be given by any teacher, extended day detentions by a subject leader and are intended to make it clear that the offending conduct is not acceptable and that there will be a defined consequence. The purpose of the detention can be to practically address the issue, allow the student time to reflect on their actions, or allow time for a fuller discussion of the conduct and how it might be avoided in the future. A lunchtime detention
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will last for 30 minutes and an extended day detention for 1 hour 20 minutes on a Friday. In all cases parents will be notified, in the case of an extended day detention notification will be given at least 24 hours in advance of the detention. All C2 offences and above are recorded on our behaviour management information system. A detention will be given for:
Repeated, or more serious breaches in our code of conduct
Not completing homework, or other assignments
An action considered to be rude, or disrespectful towards another person
A key factor in determining whether behaviour may require higher level of involvement is the impact, or potential impact of such behaviour on others. A member of the senior leadership team will investigate all incidents that may lead to a sanction at C3, or above. This will include taking written statements from students and staff, together with a written report of the findings. If the findings result in a C3, or above sanction then the record will be attached to the relevant students file/s, if not the record will be held but not within a student file until the student leaves the UTC. In order to maintain confidentiality the
findings will only be shared with the students’ parents and other appropriate staff, as necessary. In cases of fixed term exclusions (internal, or external) students will be set work that enable appropriate learning to continue.
C3 – Fixed Term Internal Seclusion (SECLUSION - ALR)
Situations that are likely to lead to an internal seclusion will be investigated and the outcome determined by a member of the senior leadership team. In all cases the parent will be informed in writing, and if possible by phone. An internal suspension may be given for between 1 hour and 3 days depending on the severity of the offence. Conduct likely to lead to an internal suspension will include:
Refusal to follow the instruction of a member of staff (including non-attendance at a detention)
Abusive language (e.g. swearing) towards another person
Actions against a persons protected characteristics (e.g. racism, homophobia)
Behaviour likely to endanger others
Physical violence, or the threat of physical violence
Vandalism
Possession of pornographic material
Videoing, photographing or equivalent without consent of all parties, or sharing of such material with others regardless of
Theft
Plagiarism or cheating in exams
C4 – Fixed Term External Exclusion
Situations likely to lead to a fixed term external exclusion will be managed by the Vice Principal, in consultation with the Principal as necessary. Parents will be informed in writing, and if possible by phone of any decision to externally exclude a student. A re-integration meeting will take place with the student following the exclusion and a parent will be requested to attend. A student may be externally excluded for up to 5 days at a time and up to 45 days in any one year. Conduct likely to lead to a fixed term external exclusion include:
Total disobedience
Physical assault on a student
Possession use of alcohol and controlled drugs
Sharing and/or distribution pornography
Risking the health or safety of others
Malicious, or unfounded allegation against a member of staff
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Bullying
Persistence in C3 offences
A criminal act
C5 – Managed Move or Permanent Exclusion
Situations that are likely to lead to the permanent exclusion of a student will be dealt with by the Principal and in consultation with other external bodies that can offer appropriate advice. A permanent exclusion can arise from a series of lesser breaches in behaviour where intervention strategies have not worked, or as a result of a single incident of a very serious nature.
Distribution of material, or actions likely to lead the radicalisation of other students
Physical assault on a member of staff or other designated adult
Possession of an offensive weapon
Supply and/or distribution of drugs, or alcohol
Persistent defiant disruptive behavior, after other intervention strategies have failed
Consistency of implementation
Behaviour for Learning (BfL) expectations are communicated regularly to students in tutor times, assembly, lessons and termly to parents
Staff support to deliver consistency in corridors and around the school
Communicating the policy to everyone
Head of Key Stage assembly followed up by Form Tutor
Letters home including Home/School Agreement to be signed by parent, student, SLT lead
Policy understanding and acceptance
Planner to have copy of BfL and Home/School Agreement
Data tracking by SLT Lead to demonstrate improvement in behaviour
Calm environment around building
Behaviour for Learning a standing item at SLT meetings
Lessons to maintain a consistent approach to classroom management
Achieving consistency of implementation of uniform
Parents and students clear on what is expected (images/models/website)
Uniform by SLT at the start of every day
Punctuality Process
How Identified Actions
Lesson 1 register
Late sign-in on reception
Inform parents via e-mail/telephone call
Add students to lunchtime detention (20 minute)
Repeat offenders (i.e. 3xlate) in half term = Friday after school up to 90 minutes
No progress then referral to Attendance Officer for parent meeting
Attendance Officer monitoring
Expectations of dress:
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A high standard of personal appearance is expected and anyone arriving at school in non-uniform clothing/footwear may expect to be removed from lessons.
Clothing
Black leather shoes – no logo and not canvas
Outdoor coats not to be worn in the building
No hats
School bag with ‘Golden 5’ Ready to Learn Items: Pen/Pencil, Ruler/maths set, Planner, Reading Book, Scientific Calculator
Grey school trousers and Blazer
No visible piercings
UTC jumper or UTC cardigan
No hoodies or sweatshirts anywhere on site, at anytime
Expectations of conduct
Be prepared with Golden 5 equipment: (as above)
Follow teacher instructions
Look smart
Movement between lessons is calm and orderly
Respect is shown for the school environment
Students arrive punctually for lessons with a readiness to learn
Expectations whilst wearing our school uniform
Taking part in school activities
Travelling to and from school
Mobile phones, MP3 players and iPods and other electronic entertainment device (EED)
‘See It Lose It’. No phones or EEDs should be seen or used in school. Any items seen will be confiscated and returned at the end of the school day on the first occasion. On any second occasion, the item can only be collected by a parent or with direct parental permission which will have to be arranged by the student. The school cannot be used as a personal messaging service by students.
Refusing to follow staff instructions is a Health and Safety risk. As such students who do this will be temporarily removed from the general learning environment where they are at risk and could potentially put others at risk. Persistent refusal to follow instruction could lead to a Fixed Term Exclusion (FTE).
Loss and damage
The school will not accept legal responsibility for loss, theft, damage to property whilst on school premises. It is suggested that parents cover clothing and property on their household insurance
Good behaviour will be celebrated and remarked upon via spoken word, postcards, half-termly celebration assemblies.
Unacceptable behaviour will be met with an appropriate sanction (e.g. verbal reprimand, detention, removal from learning, parent meeting, internal or external exclusion).
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This includes:
Disregard of staff instruction
Bullying behaviour
Violent behaviour or hurting others
Ignoring school policy
Vandalism
Theft
Continued disregard for school rules and procedure
School Sanctions
Withdrawal of free time
Withdrawal of optional extra-curricular activity
Duration of detention is 20 to 40 minutes
Curriculum area detention
(Government guidelines for detentions of 30mins or less: 24 hours notice is not required. Staff will make reasonable efforts to contact parents if a same-day detention is being issued.)
Referral to Learning Support Centre
Referral to Seclusion room – ALR (internal exclusion)
Fixed Term Exclusions
Permanent exclusion
Possible Reasons for Fixed Term Exclusion
We adopt the National Standard reasons for exclusion. However, each incident is treated individually.
Physical assault against student
Physical assault against adult
Verbal abuse/threatening behaviour against student
Verbal abuse/threatening behaviour against adult
Bullying
Racist abuse
Sexual misconduct
Drug and alcohol related
Damage
Theft
(This list is indicative, but not exhaustive)
An incremental ladder of exclusions will be imposed: 1 to 5 days. Exclusions for 5 days or more are rare. Once a student has reached cumulative 3 excludable offences they will be referred to the Governor Behaviour Panel. Any further excludable offences will result in referral to the East Sussex Behaviour and Attendance Panel for further action to avoid permanent exclusion. (E.g. School to School placement, College Central provision)
Parents /Carers will be billed for any damage caused.
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Rewards
Calls home
Post card home
Letters home
Lunch pass
Nautilus badges: bronze, silver & gold
USB memory sticks
Multi-port charger leads
UTC pens & pencils
(On termly basis no negative codes, 100% attendance rewarded with outward bound trip free of charge)
Roles and Responsibilities
Role of the class teacher: Learning and Teaching
A well-designed lesson develops and maintains positive behaviour
Staff should use the most appropriate method of teaching, which draws on students’ experiences and values their contributions.
Students should be received into a classroom where routines are established and high standards expected
Explicit and regular praise should be used for all types of achievement
Role of the Form Tutor
Form time and the contact between form group and the Form Tutor are very important elements of the school day. It is here that an effective and sensitive Form Tutor can set the tone of the day:
Establish the high standard of form conduct and behaviour expected of students, which we expect will continue throughout the day.
Apart from routine administrative matters there should be interaction between Tutor and students, developing the group’s identity and cohesion, catching up on the form’s news and matters relating to the students’ academic progress, their behaviour, patterns of attendance and punctuality
Management of form time rests in the hands of the Tutor; students remain in the form room, supervised at all times
The Form Tutor is the first and often most important link between students and other members of staff and he/she should therefore feel confident about this role in order to support and motivate the students in his/her charge.
Structure your Tutorial time:
Setting the tone
Welcome
Register
Address issue of late comers
Encourage reading on DEAR days
Ensure that the students have the opportunity to develop SMSC aspects of learning within the tutor programme
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Support BfL on a daily basis
Carry out Uniform and Golden 5 check daily
Encourage good attendance and challenge unknown absence
Check planners for R’s and C’s
Role of all teaching Staff
Every classroom teacher is to reward good learning
Criteria must be made clear to students.
For example:
Positive contribution to lessons
Good piece of class work
Helpful, supportive behaviour to other students/teacher
Good oral contribution to lessons
Corridor and Site Behaviour
All staff to meet/greet and exit students from classroom at start and end of each lesson
All staff have a responsibility to monitor behaviour in the corridor in which they teach
Students must not be placed outside the classroom for ‘cooling off’ for more than 3 minutes
Toilet
Going during lessons is not allowed unless the student is unwell or has a toilet pass. A record is made in student planners when students ask to use the toilet.
Role of Subject Leader
First port of call for behaviour issues related to subject
Reducing the impact of behaviour on learning is a set agenda item at departmental meetings
Ensure that syllabus and scheme of work accommodates a differentiated approach to learning
Discuss good practice in terms of classroom management and minute discussion
Discuss corridor monitoring report termly and ensure that department members have a visual presence in the corridor during lesson changeovers. Decide on consistent approach of lining up outside room
Must give support to staff having difficulty with individual classes to complement induction programme
Use subject report in liaison with Pastoral Leader
Design withdrawal timetable within dept. so students sent to teacher within the department
Role of Pastoral Leader
Identify proactive support mechanisms for students causing a problem
Ensure delivery of assembly programme/ collective worship
Ensure staff carry out responsibilities as Form Tutors
Ensure that challenging students are identified and supportive mechanisms put in place
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Monitor and evaluate progress of year group via tracking data and meetings
Maintain Monitoring and Evaluation file
Role of Learning Support Base
Support students who cannot for whatever reason remain in mainstream (ESOL, vulnerable students, exam facilities for SEN students, school phobic
Offer respite from difficult situations
Chance to discuss difficulties and develop strategies to cope in mainstream
Support literacy and numeracy in reading club
Offer support to other subjects: coursework catch-up
Role of Seclusion Room (ALR)
Support students who cannot for whatever reason remain in the classroom setting, or would end up being excluded
A sanction to raise awareness of expectations of behaviour, work on basic skills and exam related provision
Early start and later finish: 08:40 to 15:45 or 16:45 provision
Referrals to be made by HOKS or behavior support team or through Incident report form following a C3 or higher
Students to remain until acceptable learning has returned (see flowchart) usually for between 1 and 3 days
Mobile telephones and electronic devices; See It Lose It rule applies
Poor attendance and truancy
We believe that the above sanctions are not appropriate for managing poor attendance or truancy. In such cases we will apply a rigorous monitoring framework to enable us to closely track the attendance of a student to lessons, this may include taking a student from one lesson to the next, lesson by lesson checking, or in the case of a sixth form student requiring them to have their independent learning time managed and determined by a member of staff.
Cheating in public examinations
Any alleged breach of examination rules will, if required be notified to the relevant examination awarding body. The UTC will provide the awarding body with details of its investigation of the alleged breach of rules. However, the UTC will not seek to influence the outcome or sanction that is taken by the awarding body.
Legislation and potential criminal acts
The UTC will exercise its rights under current legislation to issue a detention to a student, search for controlled drugs and/or offensive weapons and to confiscate items seen as inappropriate/dangerous. The UTC will if necessary use its legal powers of reasonable restraint of a student where there is a risk of damage to property, harm to the student, or other members of the UTC community.
Where it is appropriate to do so the UTC will inform the police and/or other relevant bodies of an incident. The UTC will cooperate with any police investigation that may have been initiated by a third party in relation of an incident at the UTC, or involving members of its community.