policy title: behaviour for learning - the …...author: ann gibbs behaviour for learning policy 5...

1 Author: Ann Gibbs Behaviour for Learning Policy

POLICY TITLE: Behaviour for Learning

Committee/Person Responsible for Policy: Assistant Headteacher (Pastoral)

Date Approved by Governing Body: October 2012

Date of Last Review: July 2014

Next Review Due: July 2016

1 Rationale

1.1

The Taunton Academy is a learning environment at the heart of its community. We promote care and respect and expect high standards in all aspects of Academy life.

1.2

We aim to build a community clearly based on a Christian ethos, recognising the integrity and the unique value of each individual. We aim to build self-esteem, model conflict resolution and protect the vulnerable. We are committed to justice and compassion. Mutual respect and trust are central within the Academy.

1.3

Our vision for The Academy is based on the following beliefs:

Young people are the focus of all we do.

We are a learning community rooted in Christian values.

Learning takes precedence over teaching. Partnership and relationship are key.

We use our Independence. We have a philosophy of service.

We use ICT to help make it happen.

We expect that every young person leaving the Academy will be: An independent, successful and lifelong learner.

A caring citizen, sensitive, aware and actively responsive to the needs of others. A healthy young adult in mind, body and spirit.

This policy, and its associated procedures and protocols, is based on these key principles.

1.4 All staff have the right to teach and support learning, and all students have the right to learn, in a mutually respectful environment.


1.5 At the Taunton Academy the most effective learning takes place when there is effective teaching in a well-managed environment. We know the environment encourages learning if it is calm, happy and safe for all. The development and maintenance of positive attitudes to learning rests with and is a characteristic of effective professional standards at The Taunton Academy. To support this, the following is expected of every member of staff working at The Taunton Academy (Teaching and Non-Teaching).

1.6

Our approach focuses on positive attitudes embedded in Christian values which support learning. We promote, celebrate and reward achievement in acknowledgement of the gifts which we believe reside within each individual student.

1.7

We promote positive attitudes and ethos through the following: Approaches to teaching

The curriculum Teaching styles

Mentoring programmes

Championing and act of worship time Reward system

Setting expectations and rules with students – for classrooms, around school and in the community

Using restorative approaches

Leading by example

Challenging anti-social behaviour consistently Sharing and displaying expectations and rules prominently in the Academy

1.8

Students are expected to: Follow the Keys to Success (see appendix I)

1.9

Positive attitudes promote courtesy, co-operation and consideration amongst all members of the Academy and its wider communities. The attitude of being positive to learning is at the foundations of the heart of the Academy.

1.10

Many factors can influence student behaviour, some within the Academy and some from outside. They include:

motivation

problems with peers

problems at home self-esteem

medical problems

feeling alienated

anxiety and inappropriate stress reputation

1.11

Therefore, staff and leaders should consider the cause as well as the effect of poor behaviour.


1.12 This policy applies to students whilst at the Academy, travelling to and from the Academy and when they are representing the Academy (ref Education Act 2006). It promotes the concept that individuals have responsibilities to others within the community.

2. Promoting Positive Behaviour

2.1 Celebrations

As an Academy we are committed to promoting and celebrating achievement and recognise that our students possess a range of abilities, gifts and talents. As a reflection of this diversity we will recognise and celebrate effort and achievement, both on an individual level and as a group.

We will praise, celebrate and recognise in a number of ways, e.g. staff praise in books, phone calls home, achievement points and commendation, praise post cards, certificates, assemblies with parent invitation, written communication, champion group certificates, recognition of outstanding achievements, trips, visits and inclusion in press releases and the Academy newsletter/website. (Please see separate Rewards Policy – Appendix).

2.2 Achievement Points

These will be given when students show consistently high levels of effort, achievement, progress or contribution to Academy life and learning. Rewarding students for doing simply what is expected of them is not acceptable. All colleagues at the Academy should aim to give out approximately 5 achievement points to every 1 behaviour point. Head of Year and Heads of Department should monitor colleagues’ giving of achievement points. All achievement points need to be recorded by colleagues using SIMS.

2.3 Parents are informed of the number of achievement points achieved through

students’ Progress Reports.

3. Strategies for Support

3.1 To support the Academy’s Attitude to Learning Policy, additional support for

students may be provided.

3.2 In Class Support/Individual Support

In-class support can be arranged for students in subjects where they experience particular difficulties. Support for students with emotional and/or behavioural difficulties may be offered by the College Support workers within each College or Learning Support Assistants (allocated by the SEN Team). Strategies will be discussed with the class teacher and inclusion may also be involved.

Occasionally, students may be withdrawn from class to review their progress and set future targets for achievement. FLC, in cooperation with the Head of Year liaise with parents and staff as necessary, especially if there is a perceived need for additional support. Entry to and exit from the FLC is managed by the Academy SENCO.


3.3 Learning Mentors Students experiencing difficulties will be supported by a College Support Worker. It is the role of the College Support Worker to explore with the student a range of methods to re-engage them with effective learning. The College Support Worker will meet regularly with the Student Support team on an individual or group basis and will closely monitor the students’ progress, working in partnership with parents/carers and class teachers under the direction of a Head of Year.

3.4 The Head of Year team will monitor behaviour from SIMS and identify students who

may be at risk of underachieving due to their behaviour. These students will be placed in a target group and monitored daily and reviewed weekly with the Head of Year. The whole school SIMS data will be analysed every half term to ensure that the students with the highest risk to their learning are supported. Students on the target group will receive targeted support to engage them and to seek to understand the social, emotional or behavioural barriers that prevent them from learning. Regular contact will be made with parents/carers and a weekly summary of behaviour logs will be sent home. If targets are not met, further intervention will be necessary. Students responding well to the support will receive achievement points and positive letters home as part of the weekly monitoring.

3.5 Academy Educational Psychologist

Students at the Academy have access to the services of a consultant Educational Psychologist (linked to the Local Authority) on a regular basis. Services offered directly to students and their families include assessment and consultation, counselling and advice in the areas of learning and behaviour and other developmental issues.

3.6 Individual Learning Plan (ILP) – learning, behaviour and progress (Review with GMA)

A list of targets and strategies is drawn up for all students to enable the student to focus on key areas. An ILP is generated by the SENCO in consultation with others. AEN students will also have an Individual Education Plan (IEP), which relates to particular learning/behaviour needs, as overseen by the SENCO and Senior Learning Support Assistant. The ILP/IEP must be reviewed for students at risk of permanent exclusion (and in this case become Pastoral Support Plan (PSP)) when all prior strategies have not produced a desired outcome. It will be an important reference within case conferences.

3.7 Links with Outside Agencies

The Academy works very closely with a range of external networks to further support students, including the police, youth services, Local Authority Health Services (including mental health services), external counselling services, Education Business Partnership and alcohol and drugs awareness groups. The involvement of these agencies is through review between Head of Year and Assistant Head (Pastoral).


4. Sanctions

4.1

When imposing sanctions, there is the need to be sensitive in the way they are applied to curtail short, inappropriate behaviours. So that sanctions do not have a negative impact on poor behaviour, the following principles must be remembered:

focus on the behaviour and not the student

use private reprimands wherever possible and avoid public put downs be consistent when implementing the Behaviour for Learning Policy

All staff should use restorative approaches to seek to understand the issue so to support the student to accept responsibility and to resolve the problem.

Once a sanction has been imposed the student should be made aware that the incident is over and they can make a fresh start. All sanctions must be logged on SIMS.

4.2

The initial responsibility for dealing with student behaviour will generally rest with the class teacher taking the lesson.

4.3

Teachers should make every effort to resolve any discipline problems as they arise. The option of referral should not be taken too quickly but, depending on circumstances, referral may be necessary and staff should not hesitate to ask for guidance and assistance from more experienced colleagues. Even the most experienced teachers can need assistance. It is not a failure for the teacher to face misbehaviour but it is a mistake to assume all is well when it is not. In the first instance, issues of concern should be passed to the Head of Department.

4.4

Incidents and subsequent interventions must be rigorously recorded using SIMS; the Head of Year will regularly review the behaviour logs on individual students and ensure intervention and support is prioritised.

4.5

It is everyone’s responsibility to ensure good behaviour at all times. This includes staff intervening when they come across issues and referring as appropriate. It is good practice to offer support to a colleague if they are found to be engaged in the reprimand of a student; make your presence clear and offer soft-touch but explicit support.

4.6

To support good behaviour, staff will be expected to draw on key principles of best practice:

1. Establishing good habits early 2. Consistency in implementing Academy policies and when dealing with individual

students 3. Early intervention with prompt action where there is poor attitude 4. Mutual respect through good relationships between students and staff 5. Understanding that students are individuals 6. Ensuring the curriculum is appropriate for each individual student, including

using a variety of teaching styles 7. Follow Keys to Success (Appendix 1)


4.7 Consequences and Sanctions Any sanction should be appropriate and it is expected that behaviour will improve as a consequence. If generous approval is normally given then the withdrawal of the usual praise can be an effective sanction. Aggressive confrontation is not a sanction that will be supported.

4.8

Appropriate sanctions include: Verbal warning

Behaviour points logged according to “Consequences” process

Academy report or subject specific report (Subject/Champion/Head of Year) should be completed electronically (SIMS)

Contract – student, staff, parent

Privileges removed

Community service

Restorative Justice Conference

5

Use of Detention

5.1

During a detention, strategies that may be used to address a student’s behaviour or achievement could include:

Discussion with a student

Reinforcing expectations for behaviour and/or learning Setting achievable, short term targets

Working restoratively with the student so that they are able to recognise and take responsibility for their actions and have an opportunity to put it right. A ‘Think Sheet’ could be helpful to support this approach.

The content if a detention and the discussions between student and teacher will vary according to individual circumstances, but at all times the aim is to allow students to address areas of concern and to improve in these same areas.

Staff must ensure that details of any incident leading to a detention are recorded appropriately using SIMS.

5.2

Detentions available 1. Up to 15 minutes Champion/teacher detention (NB: Prior notice must be given

for detention that is intended to last longer than 15 minutes) 2. Teacher led longer detention up to 30 minutes 3. Head of Department detention 45 minutes (for “Consequence 3” transgression) 4. SLT detention 1 hour (failure to attend leads to internal isolation 1 day)

The detention information should be recorded for SIMS for any detention longer than 15 minutes.

5.3

What to do if a student fails to attend a detention

7

Illness or absence from school on the day of the detention (Subject/Curriculum detention)

The register will need to be checked to see if the student has legitimate reason for absence from detention.

The student must have rearranged date communicated to them and Parent/Carer.

If the student has been in school but has failed to attend the detention

The student’s Champion should be notified and an alternative time set for the original detention. Parents should be contacted (by telephone by original detention setter) and a further detention will be applied. On failure to attend a first detention the relevant teacher or Head of Department should arrange a College Support Worker to collect the student from their session 5 on the day of the reorganised detention and take them to the appropriate member of staff.

6.5 STAGE FOUR Academy Intervention The Headteacher should have direct information from the Assistant Head when all other stages have been exhausted and a concise and precise record maintained.

Intervention should come in the form of fixed term exclusion, further referral to other outside agencies or a managed move/planned transfer to another school. An update of the student’s PSP and a parental meeting will be automatic. At this stage all students will be on a PSP. The Headteacher and Governors will be informed.

Permanent exclusion is a final option once all other options have failed.

6.6 The student’s Champion is in a unique situation of having an overview of the progress and incidents that relate to a student on a daily basis. They will review progress using the recording process and tools available through SIMS. Consideration should be given to whether restorative approaches should be useful to prevent further incidents.

6.7 Note:

The Academy values constructive contact with home. The benefits are usually entirely positive and generate the feeling that our approach to behaviour is one of collaboration.

However, to ensure consistency is maintained and that accurate records are kept, staff are asked to adopt the following guidelines.

6.8 By phone

Using the “drop-down” in SIMS please record the date, time and subject of your phone conversation by making clear to whom you spoke. Be sure to record any pertinent points from the conversation.

6.9 By letter

All written communication to parents should be prepared by the office (i.e. adapting

8

drafts to headed paper, ensuring correct names and addresses are used and circulating copies as required). Please bear in mind that e-mails are a written form of communication and, particularly when writing to parents, their content must be carefully considered.

6.10 Through meeting

A record should be kept of any meeting that takes place with parents, and passed to the office for filing/copying; please use the “drop down” in SIMS to record meetings with parents and brief details of what has been discussed.

7 Report Cards

7.1 Procedures and Guidance for Use of Report Cards

Aim of report: To support students in the management of their behaviour/learning and raise achievement. Report Cards can be completed electronically through SIMS.

Report cards should be viewed as supportive, not punitive. They can be used:

to identify areas of difficulty

to set achievable, short term targets

to provide individual, focussed contact with an appropriate member of staff

to reinforce the Home-School partnership to facilitate and link to academic tutoring

Staff are asked to refer to the targets on the report card when they write in their comments at the end of a lesson. A student’s name will appear in red on the register in SIMS if they are on report.

A student should not stay on the same report for more than two weeks. Either they have done well enough to come off report or they have not responded to their targets and should move up to the next stage of the behaviour structure.

8

Exclusion

8.1

If a student continues to show disregard for the Academy Keys to Success and (in most cases) having tried alternative strategies, then it may be necessary to consider exclusion from sessions:

9

8.2

Internal Exclusion This will take effect if a student is disruptive in lessons and makes it difficult for other students to learn and has needed to be removed from a Parked class. Work is set in the Academy, supervised by a member of staff in Isolation.

It may be necessary for the student to have access to the Isolation Base as an alternative to exclusion. This provision will allow the student to receive intensive support from staff who will ensure that students remain in a learning environment whilst addressing the incidents of poor behaviour which have required a serious sanction. This may be done restoratively or by agreeing a contract prior to returning to lessons. Parents/carers will be required to work in collaboration with the Isolation Base.

8.3

Fixed Term Exclusion This occurs when a student has to be removed from the Academy. This is a serious sanction and, following an exclusion, parents must attend the Academy for a readmission meeting with the student to discuss further strategies.

8.4

Permanent Exclusion This occurs in exceptional circumstances at the discretion of the Principal. There are certain examples of exceptional misbehaviour that can lead to permanent exclusion from the Academy without previously using earlier sanctions. Such behaviours include:

10

the bringing in of illegal or not personally prescribed drugs for personal use or the passing on of these, whether for financial gain or not

the bringing in of an offensive weapon (defined by the Crown Prosecution Service as any article made or adapted for use to causing injury to the person, or intended by the person having it with him for such use)

organised theft from the Academy or persons connected to the Academy

In addition, the Academy may apply permanent exclusion against students who have been engaged in persistent disruptive behaviour whilst in the Academy or during their time in the predecessor school. Assault against a member of staff will result in this most serious of sanctions.

9

Monitoring, Evaluation and Review

The Governing Body will review this policy at least every two years and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the Academy.

APPENDIX 1

The Taunton Academy Behaviour Procedures

January 2016 - Rewards

Objectives

To create the best environment that is conducive to learning

To ensure positive behaviour is managed consistently, fairly, effectively and efficiently

To support a framework of ‘actions equals consequences’

To enable student achievements to be tracked by staff, students and parents

The Merit system:

All staff can award Merits

Merits will be awarded to individual students NOT the whole class

Teaching staff will aim to award approximately 5 Merits per lesson

Students will be encouraged with verbal praise and given Merits for outstanding work

Merits will be given in such a way as to promote their value

Staff will have high expectations

Students will be told what they need to do to gain a Merit

Merits will be recorded in SIMs and weekly notifications sent home

Merits will be used with all Year Groups

There will be opportunities for all students to achieve a Merit

Weekly reports will be produced for Tutors, Curriculum Team Leaders and Year Leaders

Where 2 or more Merits are deserved, students will be referred to Curriculum Team Leaders, Year

Leaders and/or the Leadership Team

Merits will be used in conjunction with other school awards (see below)

Merits can be used as currency to purchase items from a school shop

Cla

ssro

om

tea

cher

/

Form

Tu

tor/

All

staf

f Excellent classwork 1

Excellent effort 1

Excellent homework 1

Helping others 1

Being an excellent team member 1

Excellent contribution to a lesson 1

Good citizen 1

Excellent organisation 1

Merit system for Subject and Year Leaders and the Leadership team

Other awards:

Attendance awards – Certificates, badges, form tutor prize, raffle, postcards

Celebration awards – Progress and Effort

Tutor awards – One student specially nominated each term

Year Leader award – One or two students nominated each term

Leadership Team Award – One or two students nominated each term

Merit awards – Top collectors, prizes, raffle

Subject ‘stars’

Praise postcards

Year

/Su

bje

ct L

ead

er

Regular attendance at Extra-curricular activity

2

Representing the school 2

Participating in assembly 2

Taking a lead role in a lesson 2

Supporting others 2

Excellent citizen 2

Attendance 2

Producing work well above target grade 2

Sen

ior

Lead

ersh

ip

Team

Outstanding contribution 3

Regularly producing outstanding work well above target grade

3

Maintaining A* level grade 3

Supporting whole school events 3

Representing the school 3

Outstanding citizen 3

Ambassador 3

APPENDIX 2

The Taunton Academy Behaviour Procedures

January 2016 - Sanctions

Objectives:

To create the best environment that is conducive to learning

To ensure behaviour is managed consistently, fairly, effectively and efficiently

To provide a framework of ‘actions equals consequences’

To enable behaviour to be tracked by staff, students and parents

Three rules of the Academy

Ready

Respect

Safe

Procedures

C1 verbal warning

C2 Logged on SIMs by the classroom teacher, moved within the classroom, one behaviour point, 10

minutes detention at break or lunch time by classroom teacher

C3 Removal from the class (‘parking’), detention set by class teacher (logged via SIMs as a C3 in the

same way as a C2, for TL to generate report), two behaviour points and CTL involvement as

appropriate. Whole school detention system.

C4 Immediate removal from class for repeated disruption through the process above or one off

extreme behaviour (via Isolation Room to SLT), three behaviour points

Chewing – is a verbal warning (C1)

Mobile phones – immediate confiscation and collection at the end of the day (sanction in itself)

Homework will feed into C1 and proceed through but not during the first phase of implementation

C2 - Behaviour point system for C2:

Cla

ssro

om

tea

cher

/ Fo

rm t

uto

r/ A

ll st

aff

Late 1

Lack of equipment 1

Incorrect uniform/appearance 1

Shouting out/rudeness/answering back 1

Off task 1

Inappropriate use of IT 1

Leaving the room without permission 1

Affecting the learning of others 1

Not following instructions 1

Unacceptable homework 1

C3 – Behaviour point system for C3 and the detention system:

Detentions will be held at lunchtime. CSWs will get students just before lunch from a report created

by TL. There will be a detention room (rota of staff) for Y7 to 9 and Y10 and 11. Detentions will run

C2

10 minute detention at Break or Lunchtime

by the class teacher.

Class teacher logs on SIMs.

Behaviour notification sent home

Failure to attend generates a C3, logged by

class teacher directly on to SIMs

from 1.30 until 1.55. Classroom teachers who have set the detention are expected to visit the room

to talk to students for Restorative Justice.

C4 – Behaviour point system for leaders for C4s

At the end of each week, TL generates a report (for tutors and Heads of Year) of behaviour points and Merits

for students. Friday morning briefing updates tutors as to action taken or needed, including behaviour report.

One point sanction (C2 – a second warning/opportunity to get it right):

Student responsibility - 10 minute detention at break or lunchtime under the supervision of the classroom

teacher, ideally in the classroom. Use the time to discuss and agree how the behaviour needs to change OR

give a worthwhile activity. Parents are informed via a behaviour notification (email). Failure to attend means

a lunchtime detention. Teacher logs this as a C3 on SIMs.

Two point sanction (C3 – a third warning/opportunity to get it right):

Student guided - 25 minute detention at lunchtime supervised by a rota of staff. Used for a 2 point sanction

or failure to attend a 10 minute detention at break/lunchtime. Students will be flagged on SIMs. College

Support Workers help students to remember and escort them to the detention room. Students are required

to bring suitable work (non-IPAD based). The responsibility is on them. If there is nothing suitable they sit in

silence. Duty Team leader (SLT) for the day on call. Teacher who set the detention is expected to meet

student for RJ. Student failure to attend/refusal means an after school detention that afternoon and a

lunchtime detention the following day. Parents are informed via a behaviour notification (email) and phone

call if it goes to an after school detention.

Three point sanction (C4 – removal from classroom):

Student removed - Senior staff involvement. Parents are informed via a phone call from Senior staff.

Sanction(s) will be according to SLT assessment and may include loss of free time, lunchtime or after school

detention or exclusion. TL will work with the SLT to log and support where necessary.

Detention protocol

Detention time should be used for discussion/resolution with staff and a meaningful activity in silence.

Students should not eat nor drink once the detention has begun and should remain in full school uniform. For

Cla

ssro

om

tea

cher

/ Fo

rm t

uto

r/ A

ll st

aff

Repeated incorrect uniform/appearance 2

Rudeness/answering back 2

Disruption 2


Disrespecting others 2

Affecting the learning of others 2

Repeatedly not following instructions 2

Inappropriate conduct during social time 2

Failure to turn up for a C2

Year

Lea

der

s/C

urr

icu

lum

Le

ader

s/Se

nio

r Le

ader

s

Abusive language 3

Fighting 3

Bullying 3

Damage to property 3

Theft 3


Confrontation 3

Aggressive behaviour 3

Refusal 3

Truancy 3

C3 and equivalent

C3 is logged on SIMs by class teacher

TL produces report and passes to CSW

CSW picks students up and escorts them via lunch

Teacher meets students for RJ during lunch

Failure to attend means after school detention to

4pm.

Lesson before lunch student is kept with teacher

TL phones home and amends detention register

Sends list to SLT on call to collect students for detn

C4 and equivalent

On call staff based in ‘Isolation’ Room

TL logs on Sims (overriding C2/3 where necessary)

On call staff makes assessment. Sanctions may

include lunchtime detention and after school

detention, exclusion, removal from lesson,

meeting with parents. On call staff makes phone

call home.

after school detentions, students should go to the toilet and sort out any work they may need before the

detention starts. Students will be flagged on SIMs by TL. College Support Workers will accompany the

students to the detention location. Detentions should not be issued to the whole class. They are an individual

sanction

16

APPENDIX 3

Keys to Success

Be polite to everyone

Follow Academy staff instructions

Respect the Academy environment (classrooms and facilities)

Work hard

complete all classwork

complete all homework

complete all coursework

Keep to Academy times

17

APPENDIX 4

Parking System

Parking refers to students who are removed from a class due to persistent disruption.

The academy has a parking rota, where all staff support each other by offering classes for parking that are well behaved and on task. The rota will be held in the central offices and by College Support Workers (CSW). A copy will be on the learning platform.

Parking structure

Repeated disruption by an individual student that adversely impacts upon the learning of other students can be referred by the teacher to the Head of Department/Head of Subject.

Should a student be referred to the Head of Department and be assessed as unprepared for learning, then the student will be parked within the Department with a different teacher.

Students who have been parked on 2 occasions in one day will be referred to the relevant Head of Year, who will assess the student’s preparedness for learning and decide on consideration for internal isolation for the rest of the day, or referral to AP level.

Students refusing to be parked and in class urgent issues can be referred direct to senior staff on duty. (See Behaviour Referral Systems – Appendix 3).

Referral to senior staff will result in the range of actions as per the behaviour policy, but will also include consideration for internal isolation or external exclusion. External exclusion recommendations will be referred to the Principal.

In all cases, a referral form will go via the Administration and Reprographics Officer to record on SIMS and to arrange paperwork for exclusion.

18

the event of illegal activity.

APPENDIX 5

Behaviour for Learning Classroom Discipline Plan

At the Taunton Academy we ALL have:

The right to LEARN The right to be RESPECTED The right to be SAFE

To be a successful learner I will

Follow all instructions;

Sit where I am asked to;

Listen without interrupting;

Complete my work to the best of my ability;

Keep my hands, feet, objects and unkind words to myself.

As a successful learner I will receive

Feedback on my learning;

Verbal and non-verbal recognition; Achievement points.

Consequences for not learning successfully

Reminded of the expected behaviour (C1)

Asked to move place, warned by teacher, 10 minute detention (C2) Parked from lesson, lunch time detention (C3)

SLT on call notified, after school detention, isolation or possible exclusion (C4)

For SERIOUS incidents – I will be removed from the lesson immediately

19

APPENDIX 6

BEHAVIOUR FOR LEARNING CLASSROOM DISCIPLINE PLAN (PROCEDURES FOR STAFF)

Student’s behaviour disruptive to learning

Teacher actions

Stage 1 2 3

C2– behaviour logged on SIMS and teacher action i.e.: detention, contact

home

Student’s behaviour continues to deteriorate C3

Student parked. Teacher logs C3 on SIMS.

TLE arranges detention. Teacher meets

student in detention room

Student’s behaviour continues to deteriorate – contact Reception for

SLT call out

Please refer to SLT call out rota On call staff based in isolation room C4 Logged by TLE

20

SLT action which may include Isolation Room, FTE or contact with Parent

21

APPENDIX 7

REWARDS POLICY

“To say ‘well done’ to any bit of good work is to

take hold of the powers that made the effort and strengthen them beyond our knowledge”

(Philip Brooks)

“I can live for two months on a good compliment” (Mark Twain)

At The Taunton Academy we acknowledge the importance of praise and reward and seek to promote and reinforce our expectation of students at any given and relevant opportunity.

We recognise that our students thrive on praise, the thrill of success and the glow of recognition. Praise rewards the deserving, can inspire those who from time to time may be struggling and can inspire and motivate those who may be disenchanted. Finding ways to reward must be at the heart of our teaching.

We must reward whenever possible:

Formally or informally

Publicly or discretely

Regularly

Consistently

Sincerely

We must ensure that students of all ability levels and in all year groups across the school can benefit from our rewards processes and that there is consistent application of policy across departments, year groups and from teacher to teacher.

Rewards must be given sincerely and fairly as a means of acknowledging an effort, achievement or action that is above and beyond the norm. Rewards must never be given as a ‘bribery’ (rewarding students for doing what should be expected of them normally) as this will undermine school processes and may serve to promote a behaviour that we do not wish to see in our school.

Rewards systems in our school should link into:

Effort

Attainment/Progress

Behaviour

Caring for others

Participation

Uniform compliance

Positive attitude/enthusiasm

Progress/improvement We will continue to consult with Student Voice to seek student advice on reward structures and, in particular, for their clarification as to what should be rewarded and how we can further develop/improve our rewards systems.

A variety of methods of rewards exist at Taunton Academy and these include:

Verbal praise

Merits

Commendation through ‘events’ e.g. Sports Awards Evening

Postcard home

Positive phone call home

Head of Year nomination to Principal

Public display of high quality work

Acknowledgement through assembly and AOWs

Certificate/Awards at Celebration and GCSE Awards Evening

As a standard part of every lesson, we look for ways to find students doing well/doing things right – and praise them for it. And rather than ignoring the quietly compliant type of student or class we make a point of thanking/praising their efforts verbally as the lesson progresses. The atmosphere, in other words, errs in favour of the positive.

22

Merits Merits form the back bone of our rewards system and can be given by any member of the teaching staff.

Every member of staff is expected to give at least 5 merits per lesson. This should be done as part of the lesson plenary and, where appropriate, the teacher should give the merit publicly (I’m giving this m e r i t to …….. because …….) thus underlining important aspects of the school behavioural vision. Merits are totalled weekly and records logged electronically on SIMS.

Students are encouraged to set themselves high personal targets and merits also feed into inter-form structures (see below) in order to capitalise on and engender collective group spirit.

Certificates of Achievement will be given at the end of each term in Year Presentations.

The top 5 merit scorers in each year group will also qualify for additional recognition.

Each week, merit totals are submitted and results form part of an inter-champion group challenge. This will also link with attendance returns. Points will be awarded and an on-going league table produced. The ‘tutor group of the week’ will be awarded a small prize. League tables will be circulated to tutors on a weekly basis and results announced through AOWs thus keeping the profile of this system high.

We are very keen to promote an acceptance of positive achievement and to share the good work/efforts of students publicly within our year groups. We want it to appear ‘cool’ to be successful

and wish to encourage our young people to achieve honours with pride.

Celebrating Success assemblies are scheduled for all year groups every half term. Celebrating Success nominations are made by subject teachers and students receive certificates for each reward they are given. Other activities that the rewards system may link into could be:

Organised evening activities

Leavers’ Prom Each year celebration evenings are set aside to acknowledge the diverse range of achievements of our students. Certificates and awards are given for the following categories depending upon year groups: - Year Sports Colours - Music Awards - Sports Colours - Attendance - Academic Endeavour - Form Prizes - Form Representative - Maths Awards - Literacy Awards - Ten Tors - Service to Community - Merits A Celebration Evening is held. This serves to reward the achievement mostly with regard to outstanding academic successes at examination levels.

Attendance Positive attendance is recognised through the

weekly inter-form challenge. Each term, students who have achieved 100%

attendance will enter the 100% attendance draw. A small number of students in each year group will therefore receive prizes.

Each term, letters of congratulations will be sent to students who have achieved 100% attendance or who have made dramatic improvement in attendance.

Further details of these rewards are detailed within the School’s Attendance Policy.

policy title: behaviour for learning - the …...author: ann gibbs behaviour for learning policy 5...

Documents