1

St Mary’s College

Behaviour and Discipline Policy

APPROVED BY THE PASTORAL AND INCLUSION GOVERNORS

14th June 2012

2

Index

Mission Statement and Policy Principles Section A Behaviour and Discipline Policy Statement Section B Behaviour and Discipline Procedures

Rewards o Merits and Commendations

Sanctions o Yellow Card System (Behaviour 1,2,3) o Yellow Card Intervention Levels within a half term o Critical Incidents o Responses to pupil behaviour outside of the classroom o Managing and monitoring behaviour on school buses

Referral Procedures o Maintaining high standards of uniform and personal

appearance o Pastoral Response o Departmental Response o Departmental Response to dealing with persistent

misbehaviour o School Action / School Action Plus Flow Chart

Section C Appendix

1. The Classroom Code 2. Yellow Card Detention Letter 3. Operational Procedures for referrals to the Pastoral Centre 4. School Action, School Action + and PSP document 5. Bus Monitors‟ Role and Responsibilities 6. School Bus letter to parents regarding behaviour

3

MISSION STATEMENT

“Love God with all your heart, with all your soul, with all your mind and with all your strength and love your neighbour as you love yourself” (Mk 12:30-31) St Mary’s RC Sports College exists to help parents and carers to educate young people spiritually, morally, physically and academically as well as possible. We aim to be a truly Christian community, where our relationships are built on encouragement, concern, respect, forgiveness and reconciliation. Our religious life is rooted in the faith, practice and moral teaching of the Roman Catholic Church. Each person on our community is specially valued and has an important part to play in making sure that we live out our mission.

4

SECTION A BEHAVIOUR AND DISCIPLINE POLICY Introduction The Behaviour and Discipline Policy takes into account the statutory guidance from the following Government legislation: Education Act 1996 School Standards and Framework Act 1998 Education Act 2002 Education and Inspections Act 2006 Equality Act 2010 Education Act 2011 The Governing Body believes that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary. It seeks to create a positive learning environment in the school by:

Ensuring that the Catholic Christian ethos underpins all aspects of College life

Encouraging and acknowledging good behaviour and discipline.

Promoting self-esteem by encouraging pupils to value and respect themselves and others.

Providing a safe environment free from disruption, violence, bullying and any form of harassment.

Promoting early intervention

Ensuring a consistency of response to both positive and negative behaviour.

Encouraging a positive relationship with parents and carers to develop a shared approach, involving them in the implementation of the school's policy and associated procedure.

Encouraging pupils to take responsibility for their behaviour.

Ensuring pupils understand what constitutes acceptable and unacceptable behaviour.

Roles and responsibilities 1. The Governing Body will establish in consultation with the Head teacher, staff and parents the policy for the promotion of good behaviour and keep it under review. It will ensure that it is communicated to pupils and parents, is non-discriminatory and the expectations are clear. Governors will support the College in maintaining high standards of behaviour. 2. The Head teacher and senior staff will be responsible for the implementation and day to day management of the policy and procedures. 3. Staff, including teachers, support staff and student teachers, will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied.

5

Mutual support amongst all staff in the implementation of the policy is essential, so that a high quality learning environment is created in which pupils develop self-discipline and personal responsibility. 4. The Governing Body, Head teacher and staff will ensure there is no difference in the application of the policy on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. They will also ensure that the concerns of pupils are listened to and appropriately addressed.

5. Parents and Carers will be expected to take responsibility for the behaviour of their child both inside and outside the school. They will be encouraged to work in partnership with the College in maintaining high standards of behaviour and will have the opportunity to raise with the College any issues arising from the operation of the policy. 6. Pupils will be expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedures and expectations. Pupils also have a responsibility to ensure that any incidents of disruption, bullying and any form of harassment are reported. Procedures The Head teacher in consultation with staff will develop the procedures from this policy. The procedures will make clear to the pupils how acceptable standards of behaviour can be achieved and will have a clear rationale which is made explicit to staff, pupils and parents. The procedures will be consistently and fairly applied, will promote the idea of personal responsibility and that every member of the College has a responsibility towards the whole community in which we live. Rewards and Sanctions A school ethos of encouragement is central to the promotion of good behaviour. Rewards are one means of achieving this. They have a motivational role in helping pupils to realise that good behaviour is valued and are clearly defined in the procedures. Integral to the system of rewards is an emphasis on praise, both formal and informal, for individuals and groups. Sanctions are needed to respond to inappropriate behaviour. A range of sanctions is clearly defined in the procedures. Sanctions will be applied with consistency and care will be taken to ensure that pupils understand the reason for the sanction and the change in behaviour that is required. The procedures make a clear distinction between the sanctions applied for minor and major offences. Training The Governing Body will ensure that appropriate high quality training on all aspects of behaviour management is provided to support the implementation of the policy.

6

SECTION B

BEHAVIOUR AND DISCIPLINE PROCEDURES

Rewards

1. Departmental merits should be marked in the relevant place in exercise books and recorded in the merit section of the pupil planner.

2. Commendations can be awarded in the “Passport to Success” at any time

and in particular during the last week of each half term by tutors and subject teachers.

3. The expectation is that there will be a display of good work and

commendations. Regular feedback will be given each half term in assemblies, especially concerning form group totals.

4. Termly Rewards Assemblies will be co-ordinated by HOY. Pupils will be

nominated for rewards based on year group specific criteria (Attendance, outstanding effort, most improved effort etc) by their form tutor.

5. Form Tutors must monitor and celebrate regularly the achievements of

their form using the tutor notice board and information should be put forward for the school website.

6. The plasma screen televisions in each social area should also be used to

communicate and celebrate pupil achievement.

Merits and Commendations

The Merit System in KS3 is an acknowledged success. Merits are awarded by staff and collected in pupils‟ planners. Pupils record merits in their planners under subject sections and advise staff when they have achieved 10 Merits for a particular subject or for extra-curricular or pastoral area work.

Merits are given for good work, effort, commendable behaviour, tutorial work, helping at Parents‟ Evenings, other extra-curricular activities and to praise and reward appropriate behaviour.

10 Merits result in the highly prized College Merit stickers. College Merits in turn lead to Bronze, Silver, Gold, Platinum and College Award Certificates accompanied by congratulatory letters. The system is highly effective and the certificates are valued by pupils and parents.

7

As College Merits are collected Congratulatory Letters and Certificates will be issued on the following scale:-

5 College Merits Bronze Certificate & Letter home

10 College Merits (i.e. further 5) letter home (1/2 way to Silver certificate

15 College Merits (i.e. further 5) Silver Certificate & letter home

20 College Merits (i.e. further 5) letter home (1/3 way to Gold certificate)

25 College Merits (i.e. further 5) letter home (2/3 way to Gold certificate)

30 College Merits (i.e. further 5) Gold Certificate & letter home

35 College Merits (i.e. further 5) letter home (1/4 way to Platinum Certificate)

40 College Merits (i.e. further 5) letter home (1/2 way to Platinum Certificate)

45 College Merits (i.e. further 5) letter home (3/4 way to Platinum Certificate)

50 College Merits (i.e. further 5) Platinum Certificate + Voucher & letter home

100 College Merits (i.e. further 50) College Award

Tutors must notify Pastoral Administrators via Merit slips who will issue certificates and letters as requested.

In Key Stage 4 pupils are awarded commendation stickers by tutors and subject teachers for demonstrating study skills and attitudes on the “Passport to Success” These are viewed as building blocks that will enable them to become lifelong learners. The skills and attitudes are attendance, organisation, self-discipline, teamwork, communication, reflection, determination and independence.

Pupils are encouraged to work towards achieving commendations and engage in “learning talks” with staff in order for them to understand what they need to do in order to achieve a commendation for a particular study skill or attitude.

8

The “Passport to Success” has three levels of rewards: foundation, intermediate and advanced. Each is rewarded with a Certificate in Study Skills and Attitudes (CSSA), a letter home and a tiered reward outlined in the table below. When a pupil has achieved any one of these milestones this is logged by the Form Tutor on the Tutor notice board in each form room and passed on to the Head of Year. Certificates are awarded in the “Rewards Assembly” at the end of each term.

Level 1 Level 2 Level 3

Year 10 and 11 Certificate in Study Skills and Attitude (CSSA): Foundation level Letter home

Certificate in Study Skills and Attitude (CSSA): Intermediate level Letter home

Certificate in Study Skills and Attitude (CSSA): Advanced level Letter home

Year 10 only Permission to go on end of year trip.

£5 off cost of end of year trip.

£10 off end of year trip

Year 11 only £5 off cost of prom ticket

£10 off cost of prom ticket

£15 off cost of prom ticket

College merits and commendations are issued by staff in the form of a mystickers.com sticker which has an authentic code. Key Stage 3 pupils receive a round sticker and Key Stage 4 pupils a square sticker. Pupils are encouraged to create a rewards account on www.mystickers.com. Pupils can enter their authentic code on their account which in turn can win them spot prizes (Nintendo Wii, Ipod, PSP, Playstation 3, XBOX 360).

Sanctions The Yellow Card system (Behaviour 1-2-3) The Yellow card system, inspired by our status as a Sports College and developed in conjunction with the Student Council is designed to support learning and to minimise breaches to the classroom code (See Appendix 1) which constitute „low level‟ disruption.

An incident of low level disruption during a lesson will result in the perpetrator being issued with a „first warning‟. This should be clearly and calmly communicated with the pupil‟s initials written on the board. This is designed to re-focus the pupil without disruption to learning

A further incident of low level disruption will result in a second, final warning to be written (X2) on the board so there is no doubt that a second warning has been issued. The pupil should be moved elsewhere within the classroom at this point where this is practical.

9

Having already received two warnings for low level disruption, a further offence (behaviour 1-2-3) will lead to a pupil‟s being told to wait outside the classroom. The pupil will be picked up by the member of staff on the „learning walk‟ and taken to the Yellow Card Room (F12).

SLG/Central Leader timetabled for „learning walk‟ each lesson is supported by two teaching assistants from the Pastoral Centre (helping with learning walk or supporting student learning in the Pastoral Centre or Yellow Card Room). Where there are identified „hot spots‟ (lessons where there have traditionally been higher numbers of yellow cards recorded), the teacher on learning walk will ensure this area is visited regularly and, where there is capacity, a Learning Mentor will offer in-class support.

Upon arrival in the Yellow Card Room pupils should be logged on the central database, issued with a detention sticker in their planner or given a letter if they do not have their planner (See Appendix 2) and provided with focused learning to continue with until the end of the session. The pupil‟s work should be monitored and support offered by a teaching assistant. Detention stickers/letters will clearly detail the reason for the detention and the date on which it is to be completed. If a letter is issued one copy will be posted and one handed to pupil. Pastoral Centre teaching assistants to electronically log events in SERCO and e-mail HOYs and Senior Pastoral staff the daily yellow card list. A hierarchy of support and sanctions (see document „Yellow card intervention levels‟) follows when further yellow cards are received by the same pupil within a half term. This includes being placed on report, internal reflection or internal fixed-term exclusion, meetings with parents, HOY/HOD, etc. Pupils will remain in the Yellow Card Room for the duration of the lesson from which they were „yellow carded‟, supervised by teaching assistants. Senior staff‟s monitoring of these procedures to be maintained by MCo on a daily basis to ensure consistency and continuation of learning.

Yellow Card Detentions to be held on Monday, Tuesday, Wednesday and Thursday.

10

Yellow Card Intervention levels within Half Term

One Yellow Card

Detention

Two Yellow Cards

Detention and Tutor Report Card

HOY advised by e-mail

Three Yellow Cards

Detention, Head of Year Report Card

HOY advised by e-mail

Four Yellow Cards

Detention, Senior Staff Report Card Pastoral Intervention, Parental Contact

HOY advised by Teaching Assistant

Five Yellow Cards

Detention, Senior Staff Report Card optional plus one full day in Red area [Internal Reflection] Pastoral Intervention, Parental Contact

HOY / SENCO advised by Teaching Assistant

Six Yellow Cards

Detention, Senior Staff Report Card optional plus one full day in Red area [Internal Reflection] HOY / Senior Link Intervention, Parental Meeting. School Action considered

HOY / Senior Link advised by Teaching Assistant

Seven Yellow Cards

Detention, Senior Staff Report Card optional plus two days in Red area [Internal Reflection] HOY / Assistant Head Intervention, Parental Meeting. Pupil on school Action and plus / PSP considered (See Appendix 3)

HOY / KS3 Assistant Head advised by Teaching Assistant

Critical Incidents A critical incident is any incident in school that puts the wellbeing or safety of another person in jeopardy. Examples of types of critical incidents follow but the list is not exhaustive and staff should exercise professional judgement:

Aggression to member of staff/pupil

Bullying

Extreme Defiance

11

Extreme Disruption

Damage to property

Illicit Substance (not including chewing gum)

Offensive Language

Racist Language / Comment

Theft

Verbal Abuse to member of staff/pupil In the case of a critical incident in a classroom (e.g. a pupil refusing to follow instructions or swearing) the teacher should send a pupil to the school Reception to alert the senior member of staff on Learning Walk. Where possible the perpetrator should be asked to wait outside the classroom. The teacher should make it clear to the senior member of staff that it is a critical incident. The pupil will be taken to the Pastoral Centre, remaining there while the Head of Year conducts an investigation and reports directly to the Assistant Head of KS3 or KS4. Any critical incidents should only be logged in SERCO by a pastoral senior member of the leadership team (Assistant Head KS3, KS4 or Pastoral Deputy) Responses to Pupil Behaviour outside of the classroom Staff should be vigilant at all times in order to maintain a safe and calm school environment. This includes being in the designated duty position on time and maintaining a high profile presence around the site. Staff are expected to calmly challenge any behaviour likely to undermine the good order of the school and should model appropriate behaviour at all times. Poor behaviour outside the classroom should be managed according to flow chart “Referral Procedures” below. In most cases such incidents will lead to an Assistant Head Pastoral Detention. Pastoral Learning Mentors will collect pupils scheduled to attend detention towards the end of lesson 5 on a Wednesday. If a pupil fails to attend a yellow card detention due to illness or absence from school it will be carried over to the next available detention. Failure to attend an AHP detention when the pupil is present in school and has no good reason (medical appointment etc) will result in the pupil‟s being placed in the Pastoral Centre until parents are informed. The detention will carry over to the next available detention. When a pupil fails to attend more than one AHP the matter will be referred to the Pastoral Deputy Head and next steps will be considered taking into account the exclusions policy.

12

Managing and Monitoring Behaviour on School Buses

Pupils‟ safety and wellbeing matters at all times including their journey to and from school. As school buses are not staffed by adults there is the possibility that pupils may feel worried or more vulnerable at this time of the day. Thus it is important to have systems and procedures in place to monitor the school buses in order to safeguard the welfare of pupils during these times. The school will:

Have a named member of the SLG (supported by school admin) responsible for overseeing pupil safety and wellbeing on school buses

Make regular contact with the named service provider in order to build mutual understanding and a strong working relationship

Regularly check the interior of the buses

Ensure a member of staff is appointed to be on duty at the start and end of each day to ensure pupils can report any concerns

Liaise with the service provider and Local Authority to ensure that all concerns are addressed promptly

Advertise, interview and appoint Sixth Form bus monitors to ensure daily monitoring of the bus environment and conduct of pupils (See Appendix 4)

Have a staged intervention approach to challenge pupils whose behaviour may put themselves, other pupils, the driver and the public (including other road users) at risk of harm

Staged approach to intervention for poor behaviour on school buses: When the school receives a report of poor behaviour on a school bus from the bus monitor, the driver (service provider) or a member of the public it will investigate and take statements (see referral procedures). When the pupils have been identified the following staged intervention will take place:

1) Verbal warning by HOY/SLG 2) Phone call to parents 3) Written warning (See Appendix 5) and school report to bus company/LA

In the case of serious incidents where the wellbeing of other pupils, the driver, other road users and members of the public is put in jeopardy the Head teacher will decide on appropriate action. The Local Authority will make a final decision regarding the removal of a pupil‟s bus pass.

13

Referral Procedure

INCIDENT

SERCO

SERCO

OUTSIDE CLASSROOM CLASSROOM

Tutor/Member of Staff HOD

HEAD OF YEAR

Statement/Evidence Gathered

SLG link

EWO

SEN

Chaplaincy Key Stage Pastoral Meeting Assistant Headteacher (Pastoral KS3/4)

SLG

Behaviour support / AHP Detention

School Action

External Agencies

HEADTEACHER Exclusion

Pastoral Centre

14

Referral to the Pastoral Centre The Pastoral Centre is a multi-functional area aimed at supporting the staged approach to behaviour sanctions described above as well as helping to maintain high expectations of uniform and personal appearance. The Pastoral Centre is used to support the following functions of the school: the yellow card system, investigating a critical incident, fixed-term internal exclusion and managing uniform and personal appearance issues. The operational running of the Pastoral Centre is conducted by a Level 2 and Level 1 Teaching Assistant working under the guidance of an Assistant Headteacher with responsibility for behaviour Procedures for the operational management of the Pastoral Centre are described in Appendix 3 and must be followed at all times.

15

Maintaining High Standards of Uniform and Personal Appearance

All Staff are expected to keep uniform and personal appearance high profile

Pupil out of uniform / unsuitable personal

appearance Non-extreme issue Extreme issue

HOY liaises with Assistant Head KS3/4

for second opinion

Pupil referred to Pastoral Centre

Parents Informed Deadline for

resolution negotiated

HOY contacts home and agrees deadline

for resolution

Resolution not agreed

Deadline for resolution met

Refer to SLG

Pupil continues with normal timetable.

Matter closed.

Pupil continues with normal timetable -Note from HOY

Deadline for resolution not

met

Pupil referred to Pastoral Centre

Parents Informed Deadline for resolution re -

negotiated

Deadline for resolution met

Deputy/Headteacher Parental Interview Fixed-Term Exclusion

16

Response Procedures Pastoral Response Principles

Heads of Year will:

Ensure high expectations are set for pupils‟ uniform, personal appearance and readiness to learn (equipment, attitude to learning) each day during registration time

Tutors to monitor and ensure every day starts with pupils entering the classroom in an orderly manner, taking jackets off, getting equipment out and standing behind their chairs in silence while the Sign of the Cross is made and register taken

Encourage and monitor use of Classroom Code

Develop staff expertise in addressing pastoral–related behaviour issues

Apply pastoral solutions to behaviour and attendance issues

Lead the Year Team to ensure that the teaching of expected behaviour and attendance is integrated in registration, Citizenship and PSHE education

Ensure pastoral delivery and content engages pupils

Ensure appropriate behaviour is rewarded and praised consistently

Allocate time to discuss Pastoral Behaviour responses in Curriculum Time (attendance statistics, equipment, uniform, merits, rewards, progress, effort).

Departmental Response Principles

Heads of Faculty/Department will:

Encourage and monitor use of Classroom Code

Ensure every day starts with pupils entering classroom in an orderly manner, taking jackets off, getting equipment out and standing behind their chair in silence while the Sign of the Cross is made and register taken in silence

Encourage and monitor the consistent application of Behaviour 1,2,3

17

Ensure the Behaviour 1,2,3 poster is prominently displayed in every area used for Teaching and Learning

Lead reconciliation when a pupil receives two or more yellow cards in a half term (after liaising with the Head of Year)

Develop staff expertise in addressing subject-related behaviour issues

Apply departmental solutions to behaviour and attendance issues

Lead the department to ensure that the teaching of expected behaviour and attendance is integrated within lessons and demonstrates progression across the phases

Ensure curriculum content, design and delivery engages pupils

Ensure appropriate behaviour is rewarded and praised consistently

Allocate time to discuss Departmental Behaviour responses in Curriculum time (How many yellow cards?, How many critical incidents?, How many merits/commendations? Solution-focused response).

Where appropriate (e.g. for Practical subjects) each department should have a clear, agreed procedure for:

Ensuring Classroom Code is followed and the behaviour 1,2,3 system is consistently applied

Awarding Merits and Commendations

Recording subject teacher referral.

Referring persistent problems to HOY via HOD

Departmental Response to Dealing with Persistent Misbehaviour

HOD in consultation with HOY/Personal Tutor will consider further appropriate action:

- Parental contact - Parental interview to set expected targets and clarify expectations - Departmental report

Or

- Whole school report - attendance / punctuality - effort

- behaviour - Review after agreed time

18

School Action / Action plus Flowchart

Discuss at

Pastoral Meeting

It is presumed that School Action is the first intervention and that it can be reviewed/altered until all possible

„In-house‟ Pastoral strategies/Behaviour modification intervention have been exhausted

The SENCO should be consulted whenever considering School Action in order to consider further referral and in-house assessments through SENSS link

School Action Plus follows School Action

Review half termly

If pupil removed, a letter of congratulations is sent

Pupil presents persistent disruptive

behaviour

Mentor Shadows and compiles evidence

to include SERCO log

Meeting with HOY, parent/guardian, mentor and pupil to discuss current

situation, raise concerns, agree solution and set targets

School

Action

(all in-house

support)

School

Action Plus

(support to include

external agency)

- Form Completed

- Targets Agreed

- Review date set

- Form Completed

- Targets Agreed

- Review date set

No progress

continued

CFC

PSP

19

APPENDIX

Appendix 1 The Classroom Code

• Arrive on time and take off your jacket

• Take out your planner, books and equipment for the lesson

• Stand to start the lesson with the Sign of the Cross

• Sit down when invited to by the teacher

• Listen attentively when the teacher is speaking

• Put up your hand when you want to ask a question or make a contribution to the lesson

• Wait until you are asked to speak

• Be polite, courteous and cooperative

• Work hard

• If you need help – ask (don‟t forget to put your hand up first!)

20

Dear Parents, It is with regret I have to inform you that in accordance with the Governors‟ policy on discipline,

of form has been given a main school detention as a result of a yellow card given for the reason stated below.... The detention will be : DATE : TIME : 12.45pm – 1.25pm REPORT TO : F13 Or in the case of absence, they should attend the next scheduled detention on their return. Any misbehaviour during the after school detention will lead to immediate referral to senior staff which will result in further serious disciplinary measures. Failure to attend the detention without approved good reason will be considered as a serious breach of the behaviour policy. Any pupil in this position will be withdrawn from main school lessons pending a meeting between parents/carers and senior staff. May I remind you of the legal right of the school to detain pupils. I am confident that I can rely on your support in this matter and your child will understand the importance of complying with the behaviour policy of St Mary‟s College. Yours faithfully Mr Marc Cooper Assistant Head Teacher

21

Appendix 3 Operational Procedures for referrals to the Pastoral Centre The Pastoral Centre should be a quiet working area where there is a calm and purposeful atmosphere. It is a place where pupils can reflect and work through problems that have impacted upon their learning, personal development and wellbeing. The following procedures are to ensure consistency in the experience of all pupils who spend time in the Pastoral Centre and to distinguish between the various reasons why pupils have been referred to the area. Teaching Assistant staff responsible for the operational running of the Pastoral Centre must:

1. Start each morning and afternoon with the Sign of the Cross and a prayer 2. Outline expectations for pupils who are working in a booth

a. New learning material will be provided either half hourly or hourly b. To work in silence and not turn around c. To put hand up if assistance is required

3. Pupils working at table or on computer to be provided with new learning material

each half hour or hourly.

4. Learning material for Periods 1 and 2 will be prepared by behaviour teaching assistants. Learning for Periods 3,4 and 5 will be collected from teaching staff and brought up by Year Team Learning Mentors

5. Where a pupil with a statement of Special Educational Needs is referred to the Pastoral Centre; the Behaviour Team, Year Team and SENCO must liaise. If necessary “reasonable adjustments” to these procedures should be made to ensure the entitlement is met.

6. Brief details of the work set / completed should be logged on “Pastoral Centre

Pupil Learning Record” by behaviour teaching assistants for each pupil and for each new piece of work.

7. Behaviour teaching assistants must ensure work provided by class teachers is

explained and delivered to the pupils. They must check work for completion, and ensure presentation, spelling and punctuation are of a high standard.

8. When there are no pupils in the Yellow Card room, both teaching assistants

should work in the main room. In these circumstances one teaching assistant should be responsible for the booths and one for the pupils not in the booths

a. Member of staff working with pupils in booths should move around

regularly (every few minutes) and monitor the standard of learning, supporting when pupils are having difficulties, encouraging and refocusing

22

b. Member of staff working with pupils not in booths can provide small group learning with pupils from same year group or ability level or work one to one visiting each pupil every few minutes

c. The 1,2,3 system should be applied and a member of the Pastoral SLG

called if a pupil receives 3 warnings

9. When a yellow card pupil arrives in the Yellow Card Room a teaching assistant from the Pastoral Centre should provide a detention letter/sticker, provide work and support until the end of the lesson.

10. Pupils who have received a yellow card should not go through to the main area

under any circumstances unless in accordance with the yellow card intervention levels or in exceptional circumstances (more than 6 yellow carded pupils in one lesson, absence of behaviour teaching assistant impacting on capacity to manage two areas)

11. Pupils should never be left without adult supervision in either the main room or the yellow card room

12. At break and lunchtimes pupils working in booths should remain in the booths.

13. Laptops / computer should only be used to support learning of pupils

14. Toilet breaks should be at the usual time and the pupil must be accompanied by

a member of staff.

15. Administration tasks such as electronically logging yellow cards or incidents on SERCO should only be completed at lunchtime or 3.30pm to enable teaching assistants to focus on pupil learning.

16. The Head of Year should ensure that the parents of any pupil referred to the

Pastoral Centre (for multiple yellow cards, pending investigation or a uniform or personal appearance issue) are made aware through a courtesy phone call on the day the pupil is first referred.

17. The day should end with all resources collected in and chairs placed upon desks. Behaviour teaching assistants should make pupils aware if they need to return the following morning.

The following distinguishes the three reasons why a pupil may have been referred to the main area of the Pastoral Centre and the expectations on referral. -Pending investigation into an alleged critical incident: Prior to arriving, authorisation should come from Pastoral Deputy or Assistant Head. The pupil should work in a booth where possible. There should be no talking to other pupils. The Head of Year to co-ordinate the collection of statements and to check through statements to

23

ensure they are detailed and establish the facts. Final statements passed to Pastoral Assistant Head for judgements and further action; where possible within 48 hours. Actions to be logged on SERCO -Internal Fixed Term Exclusion: As above but in addition for Internal Exclusions of 3-5 days Pastoral Assistant Head may sanction some 1-1 tutoring to resolve issues. -Uniform and Personal Appearance Issues: Pupils should only be brought up to the Pastoral Centre if the Year Team is unable to resolve any uniform issues in accordance with “Managing Uniform and Personal Appearance” flow chart. Prior to arriving, authorisation should come through the Pastoral Deputy or Assistant Heads. Pupils must not work in a booth under any circumstances unless deemed appropriate by Pastoral Deputy or Assistant Head. Pupils should work quietly, follow the Classroom Code and put up their hand when wanting to speak. The Head of Year should contact the parents on the day of referral to work on a solution

24

Appendix 4

St Mary’s College, Hull

SCHOOL ACTION INDIVIDUAL BEHAVIOUR PLAN

Name:

Form:

Personal Tutor:

IBP Date:

Formal Review Date:

Nature of Behavioural Problems (including outcomes of assessment carried out by SENCO or other agencies):

Action

Desirable Outcomes (Ensure SMART outcomes and Take into account the 5 ECM outcomes):

Parental Involvement

Pastoral Care

Assessment and Monitoring

25

Review Arrangements

Next Step

26

SCHOOL ACTION PLUS INDIVIDUAL BEHAVIOUR PLAN

Name:

Form:

Personal Tutor:

IBP Date:

Formal Review Date:

Nature of Behavioural Problems (including outcomes of assessment carried out by SENCO or

other agencies):

Action

Parental Involvement

Desirable Outcomes (Ensure SMART outcomes and Take into account the 5 ECM outcomes):

27

Pastoral Care

Assessment and Monitoring

Review Arrangements

Next Step

28

PASTORAL SUPPORT PROGRAMME

Programme No:

Date:

For:

People Present

Reason for PSP (including any safeguarding issues such as being healthy and being safe):

Specific Identified Needs (including outcomes of assessment carried out by SENCO or other agencies):

Long Term Aims (Taking into account the 5 ECM outcomes):

Pupil targets (short term) (Targets must be SMART to measure progress at next review):

Parental Monitoring and Support

29

Possible Support Arrangements for other Agencies:

Date of next Review:

Notes from the planning/ review meeting:

30

Appendix 4

School Bus Monitor Role and Responsibilities

“Love God with all your heart, with all you soul, with all your mind and with all your strength and love your neighbour as you love yourself”

(Mk 12:30-31)

The role of the bus monitor is to support St Mary‟s College and the bus company in safeguarding pupils‟ welfare during the journey to and from school. You have been chosen for this important role as ambassadors of the school and are expected, at all times, to model high levels of conduct and respect as described in our school mission statement. You are not responsible for administering sanctions to any pupil who displays dangerous or disrespectful behaviour. You are responsible for reporting any such incidents to the bus driver and to the school office (Mrs Buck). School bus monitors will receive training in the first half term of the school year. A bus monitor should be vigilant and help the driver to ensure: - When travelling on a school bus, all pupils are seated at all times unless the bus is stationary and they are embarking/disembarking - Pupils are not making excessive noise which could distract the driver - Pupils all take responsibility for ensuring the environment remains healthy and free from cigarette smoke and other air pollutants such as deodorant spray - No pupils actions put themselves, their peers or other members of the public in danger - All pupils feel safe and free from prejudice or harassment as set out in the school Anti Bullying Policy (Page 6 pupil planner) School bus monitors should - not put themselves in any danger; - assist in the application of the school bus behaviour code; - report any incidents which occur on the school bus to the driver and to Miss Buck in the main school office (She will then inform Mr Cooper if necessary). School bus monitors can have their free passes revoked if; - It is proven that the Sixth Former (monitor) has broken the school bus behaviour code; - an incident occurs on the bus the monitor is travelling on and the Sixth Former (monitor) fails to report it

I have read and understand my role and responsibilities as a school bus monitor. Signed_________________________ Print Name______________________________

31

Head Teacher: Mr G Fitzpatrick BA (Hons), MEd,

NPQH Address: Cranbrook Avenue

Kingston Upon Hull HU6 7TN

Telephone: 01482 851136 / 856902 Facsimile: 01482 804522

E-mail: admin@st-marys.hull.sch.uk Website: www.st-marys.hull.sch.uk

Date as postmark Dear Parent/Guardian Further to our recent conversation regarding the conduct of …………………………………….on the school bus, I am writing to make you aware that …………………………………..has been involved in further incidents of behaviour likely to cause harm or distress to other pupils who travel on the ………….. service. We are duty bound to report any persistent offenders to the Local Authority who reserve the right to disallow your son/daughter any further travel on the any of the school buses and his/her bus pass will be removed. As a result of this unacceptable behaviour ………………………………has been allocated a seat at the front of the bus that he/she should sit in at all times until further notice. I am sure that you can appreciate the seriousness of ……………………‟s actions and the disrepute in which he/she has placed St Mary‟s College. Please could you confirm that you have received this communication and I hope that you will support me in this serious matter. Yours sincerely Mr M Cooper Assistant Headteacher

32

Head Teacher: Mr G Fitzpatrick BA (Hons), MEd,

NPQH Address: Cranbrook Avenue

Kingston Upon Hull HU6 7TN

Telephone: 01482 851136 / 856902 Facsimile: 01482 804522

E-mail: admin@st-marys.hull.sch.uk Website: www.st-marys.hull.sch.uk

Date as postmark Dear Parent/Guardian Further to our recent conversation regarding the conduct of …………………………………….on the school bus, I am writing to make you aware that …………………………………..has been involved in further incidents of behaviour likely to cause harm or distress to other pupils who travel on the ………….. service. As we provide the East Riding services we reserve the right to disallow any persistent offenders any further travel on the bus and the offender‟s bus pass will be removed. As a result of this unacceptable behaviour ………………………………has been allocated a seat at the front of the bus that he/she should sit in at all times until further notice. I am sure that you can appreciate the seriousness of ……………………‟s actions and the disrepute in which he/she has placed St Mary‟s College. Please could you confirm that you have received this communication and I hope that you will support me in this serious matter. Yours sincerely Mr M Cooper Assistant Headteacher

33