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Wellbeing and Readiness to Learn Policy 2018-19 (Formerly Behaviour Policy)

Spring Lane School

Wellbeing &

Readiness to Learn Policy

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2018-2019

Spring Lane SchoolWellbeing and readiness to learn policy

2018/19

Spring Lane School Mission Statement@ Spring Lane School

We support young people to:Grow, aspire and achieve

We do this through a system of shared values and beliefs where we: Provide a nurturing environment where young people feel safe, respected and

valued. Place young people and their families and carers at the centre of their

learning journeys. Provide a broad range of opportunities, allowing pupils to progress

academically, socially and emotionally. Allow young people to meet challenges and develop emotional resilience. Enable young people to take responsibility for their choices through an open,

fair and consistent approach, which all share.

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Advise and guide young people, supporting their transition to young adulthood.

Recognise everyone as individuals, celebrating difference and diversity. Promote a positive self-image amongst our pupils, developing self-confidence

and independence. Provide positive role-models, demonstrating respect, tolerance, empathy and

high standards of professional practice and behaviour. Support and valuing each other, respecting each other’s contributions as

important members of the team. Promote robust safeguarding policies and procedures and work

with other agencies to ensure the welfare and well-being of all.

PurposeThe purpose of this policy is to produce a working document which considers the current needs of Spring Lane School (BSP).

AimsThe policy aims to put strategies in place which help develop a positive culture of praise and reward within the school, where pupils feel empowered and are successfully able to manage their own behaviour. (Our staff, pupils and parents are a community working together.)

EthosWe aim to focus on the wellbeing of every child to ensure they are safe and healthy, achieving, nurturing, active, respected, responsible and included.

Promote a climate where young people feel safe and secure Model behaviour which promotes health and wellbeing Using learning and teaching methods to promote effective learning Being sensitive and responsible to the wellbeing of each person.

We have developed a shared understanding of wellbeing and everyone’s responsibility to promote and support it.

Research shows that investing time and resources into improving relationships and behaviour in establishments leads to positive outcomes around inclusion, engagement and achievement in the short term and community safety and cohesion in the longer term.

At SLS we are continuing to fully embed positive approaches to relationships and behaviour.

RationaleThe rationale behind the policy is that behaviour is a choice: pupils learn that positive and negative behaviour lead to positive and negative consequences.

We believe that behaviour is a form of communication and inappropriate behaviour is a communication of need.

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We cannot CONTROL the behaviour of young people but we can seek to INFLUENCE their behaviour and help them communicate their needs in a more positive and controlled way, which allows them to develop strategies to help them make positive choices. If a young person continues to present in such a way which might impact on the well-being of others or impact on teaching and learning, then we seek to MANAGE the situation with clearly defined and understood strategies, sanctions and consequences.

Our school ethos has a focus on the mental, emotional, social and physical wellbeing of staff and pupils. Also a positive school ethos based on mutual trust and respect.

Staff should speak and act courteously to pupils, and therefore model and educate pupils to show similar respect towards staff and each other. This links to the Equality and Diversity Policy.

It is important that staff, students and parents understand that when a pupil behaves unacceptably it is the behaviour that is seen as unacceptable.

The policy aims to instill a sense of ‘ownership’ and responsibility for behaviour from all students, staff, and parents. Spring Lane School aims to communicate and work with parents in regard to them developing improvements in their child’s wellbeing, which will have a positive impact on their behaviour and developing strategies to help them deal with conflict situations in an appropriate way. Increase family and community engagement to support student success by developing confidence and self-esteem, respect for themselves and others, we aim to provide the young person with the tools to succeed in mainstream education, alternative provision and all educational destinations. It is important that staff use a wide range of preventative, de-escalation and intervention strategies when dealing with young people in a state of high emotions or crisis and who are presenting with inappropriate behaviour.

Staff are trained in behaviour management and de-escalation techniques using the Team Teach model. Teachers are confident in their ability to promote positive behaviour and respond to negative behaviour in classrooms and around school.

Educators have perceived an increase in the incidence of children and young people with severe mental health issues, ADHD and autistic spectrum disorders and the challenges that they raise in terms of behaviour.

It is important to remember that teaching and learning go hand in hand with positive behaviour, and that well planned, correctly pitched, and engaging lessons will promote a culture of achievement and learning where attitudes to learning, encourage confidence and self-esteem and a positive experience. Our aim is to enable teachers to deliver active, creative and engaging lessons, experimenting and taking risks. We aim to work in partnership with parents/carers to facilitate improvements in behaviour and wellbeing, which will have a positive impact on behaviour. We use a wide range of approaches to encourage positive behaviour e.g. Curricular focus on social and emotional wellbeing, restorative and nurturing approaches.

Our responsibility to safeguard and promote the welfare of young people is of major importance and we believe that safer students make more successful learners.

ON ENTRY TO THE SCHOOL

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Pupils attend for an induction, where information is gathered. Expectations of behaviour and choices are discussed at the induction. Pupils are expected in the first week of induction to complete assessments and complete a pupil passport/profile (see appendix 1)

Each pupil has a daily target sheet which tracks their individual credits and records any issues to be addressed. Credits are used as part of positive behaviour rewards. (see appendix 2)

Pupils and parents are asked to agree and sign the parent partnership agreement on induction. (attached Appendix 3)

Once attending the unit, some pupils will have a Positive Handling Plan (PHP) written for them by staff. This enables staff to know how individual pupils operate and any personal triggers that may affect their learning, and allows staff to adapt their teaching methods accordingly. This is updated at regular intervals. (see appendix 4).

GENERAL EXPECTATIONS

We aim to have clear rules and expectations which are explicit and not open to misinterpretation. We aim to apply these consistently and responses to inappropriate behaviour to be the same for all pupils.The 3 R’s are:-

RightsEveryone has the right to feel safe at Spring Lane School sites, work in a pleasant environment and be treated fairly.All students have the right to learnAll teachers have the right to teachEverybody has the right to dignity and respectEverybody has the right to feel safe and healthy.

Responsibilities To encourage students to take responsibility for own actions and self-regulate.Take more responsibility for the school building and school resources

RoutinesPupils currently start the day at 8.55amPupils are met at the door on arrivalPupils must hand in anything they do not need during the day, including mobile phonescoats/hoodies/drinks/snacks. Packed lunches are handed in and available at break and lunchtime.Behaviour of individuals is discussed weekly in tutorials using target sheets and Behaviour WatchDetentions may be given at break, lunch and after school.If a pupil decides not to complete the detention, the time is doubled for a follow-up detention and failure to complete this detention will result in a fixed term exclusion and a meeting with parents and pupil.

Pupil expectationsPupils should attend regularly and punctually and in correct uniform.

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They must hand all items in as requested by staff at the start of the day.Pupils should allow teachers to teach in order for pupils to reach their full potential.Pupils should be prepared to listen and learn.They should treat one another with respect and considerationPupils must hand in mobile phones, cigarettes, money on entry to the school and these are returned at the end of the day.If pupils are seen with their phone during the day they will be asked to hand it in-if they refuse they will be sent home and parents informed. Likewise, if a pupil is seen smoking on site they will be sent home and parents informed.

REWARDS/CONSEQUENCESSpring Lane School has an ethos of valuing achievement and celebrating success.Research shows that rewards are more effective than sanctions in modifying behaviour and staff at Spring Lane will consistently encourage and reward positive behaviour in some or all of the following ways.

REWARDSRewards offer incentives to reinforce positive behaviour and confirm pupil’s achievementPupils are rewarded for adhering to the ethos of the school. This may include:-Praise when pupils behave appropriately and make good choices.Positive comments on target sheets and behaviour watchTuck shop vouchersRegular pupil review days.Parental contact via letter, postcard or phone call homeCertificatesPupil notice board to promote successCredit system which rewards attendance, work, positive behaviour and uniform.Friday form activities/outings.Reward trips

CONSEQUENCESVerbal warningsDetentions- If a pupil chooses not to complete detention on the day given, it is doubled the next day. If still not completed, parents will be informed.1:1Parental contactFixed term exclusionPolice/other agency involvement.Sending home to return with parents to discuss

Extreme behaviourPupils should understand that certain forms of behaviour will not be tolerated and will be dealt with appropriately

Blatant smoking on site Persistent and purposeful failure to comply with the school’s expectations of behaviour

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Homophobic behaviour/language Bullying Racism Sexual harassment Aggressive behaviour or intimidation. Physical/verbal abuse of other pupils Extremely offensive language directed at a member of staff Possession of any illegal substance Damage to persons or property Carrying an offensive weapon

(this list is not exhaustive)

There will be times when additional sanctions may be put in place depending on the nature of the incident and circumstances involved. The school will communicate at all times with parents/carers to enable them to be fully informed on matters of student behaviour and discipline and to inform them of outcomes.

CARE AND CONTROLThere are times when pupil behaviour requires staff intervention to ensure the pupil’s own safety, the safety of other pupils, staff and protection of property.This can require the use of physical intervention. TEAM TEACH is the approach adopted by Spring Lane School to manage challenging or aggressive behaviour. Team Teach promotes behaviour management using de-escalation but also trains staff in restrictive physical intervention using recognised techniques.All incidents requiring the use of physical intervention are monitored by the head teacher, and recorded on our Behaviour Watch system.Parents/carers are informed of incidents the same day.Staff will always seek to help pupils find ways to make amends and move on positively following an incident. Restorative justice may be offered as a strategy to move forward.Pupils’ Positive Handling plans may need to be updated following an incident which involves a previously un-recognised trigger or behaviour.

THE SCHOOL USES BEHAVIOUR WATCH TO TRACK POSITIVE AND NEGATIVE BEHAVIOUR. Information is also collected from pupil target sheets, tutorials, staff meetings and de briefs. This enables staff to monitor pupils’ wellbeing and ensure incidents of negative behaviour are resolved quickly. EVALUATIONThe school policy development is ongoing. Evaluation enables the school to ask questions, look objectively about what has been achieved, what works well and why. It also enables us to identify what is not working, what needs to be improved or modified in response to a changing environment and client group.The policy is reviewed and monitored annually.

Appendix 1 -Pupil Passport proformaAppendix 2.-Spring Lane School Daily Sheet.Appendix 3.-Parent Partnership agreement.

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Appendix 4.-Positive Handling plan.(PHP)Appendix 5.- Approaches to pupils presenting with challenging and/or inappropriate behaviour and further clarification of rewards and sanctions.

Reviewed by C.Lythgow January 2016Further reviewed and Appendix 5 added March 2017Reviewed by C. Lythgow 4th October 2017Reviewed and rebranded C.Lythgow October 2018Reviewed by T. Gledhill/C. Lythgow – Former Behaviour Policy re-written and rebrandedDate Reviewed January 2019

Ratified by the Board of GovernorsSigned: Mr N. Parnell Chair of Governor Date: 13 th October 2016 Appendix 5 ratified by Curriculum sub-committee Date: 9 th March 2017(written by TG)

Agreed and Ratified by the Governors

Signed: Ian Chambers Chair of Governor

Date: 6th February 2019

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Appendix 1

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Appendix 2

Pupil Target Sheet KS4Name______________________________________ Date____________________________

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Target 1 _________________________________________________________________________

Target 2 _________________________________________________________________________

Pupils can be awarded credits for each section as follows:

Punctuality/Presence-2 being on time and staying in the lesson

Work- 4 work completed and participation in lesson

Behaviour- 4 including attitude and language

Scoring 4- Fully met 1-3 Partially met 0- Not met

Less

on

Subj

ect

Punc

tual

ity/

Pres

ence

(2)

Wor

k (4

)

Beha

viou

r(4

) Tota

l

Comments1

9.15-10.00

210.00-10.45

Break /10

311.00-11.40

411.40-12.20

512.20-1.00

Form1.00-1.15

Lunch /10

61.30-2.30

Totals

Maximum score for the day is 100

Please ensure all sections are completed by the end of the day.

Appendix 3

PARENT PARTNERSHIP AGREEMENTThe Student Agreement

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1. I will make every effort to attend Spring Lane 100% of the time2. I will arrive on time and in the correct uniform3. I will follow the rules and expectations of Spring Lane School4. I will attend all my lessons and arrive to each lesson on time.5. I will work to the best of my ability in lessons.6. I will be polite, use appropriate language and be respectful to Spring Lane staff,

pupils and visitors.7. I will be mature and seek support from staff and other pupils to reconcile any

difference I have with other members of the school community.8. I will keep the school free from litter and graffiti, making it a pleasant place to

study9. I will pay for any intentional damage I make to the school building10.I will comply with the school rules on IT and internet use, as discussed at

induction.

Signing the agreement commits me to all of the above statements. If you choose not to abide by the school expectations, consequences will be set and will become more severe if this occurs more than once.

Signed_______________ Name__________________ Date___________ (pupil) (please print)The Parent/Carer Agreement

1. I will ensure that my child attends Spring Lane School every day and contact school if my child is absent for any reason.

2. I will ensure my child has the correct uniform and wears it each day.3. I will support the school’s behaviour policy including rewards and sanctions,

working with school to progress my child’s learning.4. I will attend any meetings I am asked to attend in regard to my child and their

education.5. I will attend review days in school with my child and take an active interest in

my child’s education.6. I will keep the school informed of any issues/events which may affect my child’s

behaviour or performance.7. I support the Spring Lane protocol on IT use.8. I give permission for my child’s image (still or video) to be used in school

displays, publications or media to support the school.

Signing the agreement commits me to all of the above statements.

Signed _________________ Name________________ Date___________

(Parent) (please print)

Appendix 4

Positive Handling Plan12


Child’s Name: Date of Plan: Review Date of plan:

What does the behaviour look like? Stage 1 Anxiety Behaviours Stage 2 Defensive Behaviours Stage 3 Crisis Behaviours

What are common triggers?

De-escalation skillsTry Avoid Notes

Verbal advice and supportGiving spaceReassuranceHelp scriptsNegotiationChoicesHumourConsequencesPlanned ignoringTake up timeTime-out Supportive touchTransfer adultSuccess reminded Simple listeningAcknowledgementApologisingAgreeingRemoving audienceOthers

Diversions and distractions / Praise Points1. 2.3. 4.5.

Preferred method Physical intervention?

Preferred method Physical intervention?Intermediate Try Avoid Notes

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Friendly escort Single elbowFigure of fourDouble elbowSingle elbow in seatsT WrapT Wrap to seatsSeats to T WrapT Wrap to groundCradle

AdvancedFront Ground RecoveryBack Ground RecoveryShield

Are there any factors to consider when debriefing? E.g. Communication aids, staff etc. HearExplainLinkPlan

How should we record incidents and who should we inform?

Headteacher: Name:Parents/Carers: Name:Social services (if applicable) Name:Educational Psychologist Name: Child Name:Other Name:

Appendix 5

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Approaches to pupils presenting with challenging and/or inappropriate behaviour and further clarification of rewards and sanctions.

It is imperative that a consistent, fair approach to behaviour management is understood and practiced by all staff at Spring Lane School and that this is understood by all pupils and parents/carers.It is important to develop positive relationships with parents/carers who understand and support the behaviour policy of the school and recognise the need to maintain good order and the health and safety of all at Spring Lane.Positive, strong relationships based on honesty and trust, are the bedrock of good behaviour management. We have to look for the positives in the young people who come to us and recognise and celebrate them. This can be tricky with some young people who do not like public praise, or do not see it as sincere or genuine (if they struggle to recognise the positives in themselves). Young people need to be met and greeted in a positive and cheerful manner, with a clean slate, regardless of their previous behaviour. It must be recognised that young people may be arriving with ‘baggage’ from home, the night before or their journey to school which may make them unreceptive initially.

Celebrating SuccessRewards offer incentives to reinforce positive behaviour and confirm pupil’s achievements. Pupils are rewarded for adhering to the ethos of the school. This may include:-

- Give praise (public or private) to recognise a job well done, a kind act, not responding to provocation or avoiding a difficult situation.

- Informal class-based rewards- Positive comments placed on target sheets and Behaviour Watch- Send a positive message home (a phone call, a postcard or an e-mail).- Award certificates.- Award credits for attendance, work, positive behaviour and uniform- Organise reward activities for Friday afternoons- Reward trips

If a young person is displaying behaviour which indicates anxiety or anger, then appropriate de-escalation strategies (Team Teach) need to be adopted prior to the introduction of sanctions. i.e.

Do not draw attention to low level distractions. Use a calm, open stance. Use a calm tone of voice (do not raise your voice or talk too quickly). Listen to pupils and try to address issues. Offer alternatives if appropriate, but do not do “deals” with pupils which do not comply

with behaviour policy or have not been sanctioned by a teacher or manager. Ensure interventions are communicated to appropriate staff so they are not subsequently

countermanded or undermined. Allow pupils take up time. Do not persistently “talk at” a pupil. Wait for them to calm and become receptive to

suggestions. Distract. Use humour, if appropriate, but do not belittle or make light of an issue. (Do not use

sarcasm).

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Reassure. Do not touch, even for reassurance, unless your relationship with the pupil recognises that

this will not escalate a situation. Change of face. Removal of audience.

If, following attempts at de-escalation, a pupil is still behaving inappropriately or refusing to comply with instructions, issue first warning.

Applying Sanctions.

1 st Warning – pupil issued with a warning and consequences of non-compliance explained. Pupil to be given take-up time (a few minutes) without continued verbal direction. To be recorded on Behaviour Watch at earliest opportunity.

2 nd Warning – if pupil continues with inappropriate behaviour, 2nd warning to be issued and explained to pupil they will only be told one more time before a consequence is imposed. To be recorded on Behaviour Watch at earliest opportunity.

3 rd Warning – if pupil continues with inappropriate behaviour, 3rd warning given and pupil clearly told “This is your 3rd and final warning, if you do not do as you are asked then there will be a consequence.” (Detention – time dependent on how long this incident of disruptive behaviour has lasted). To be recorded on Behaviour Watch at earliest opportunity.

If following the third warning within a session the pupil still refuses to comply with instructions, then:Detention – pupil to remain in school with staff member/teacher issuing detention for the agreed time. Pupil to be given either missed work or detention activity appropriate to their ability.Pupil told that if work is not completed, it will be sent home by post with a letter to parent/carer, explaining why the detention was set and that the pupil has refused to complete the work.

If pupil refuses to attend detention, pupil told that parents will be called and a longer detention (2 x initial detention) will be arranged for the following school day.Outcome to be recorded on Behaviour Watch.

One to one working – If after third warning and issue of detention, pupil still does not comply with instructions then a manager should be called and (if staff are available) pupil will be placed 1:1 with a member of staff for the remainder of that session and the

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following session or until the end of the day (whichever comes first), where they will complete the work set from the missed lessons.(This will replace the sanction of detention).Outcome to be recorded on Behaviour Watch.

It will be explained to the pupil that if they continue to refuse to comply with instructions they will be excluded for the remainder of the day and possibly longer depending on the time of the incident and the severity of their behaviour. If behaviour continues a phone call will be made to parents/carers and a fixed term exclusion given for a period set by headteacher/SLT.

Fixed-Term exclusions.Pupils may be subject to a fixed term exclusion of the remainder of the day for:1. Failure to comply with instructions to go to 1:1 and complete work set, whilst behaving

in an appropriate manner. (3 warnings and a detention will already have been given prior to this).

2. Failure to hand in any requested items (phones, smoking paraphernalia , etc.) Following 3 warnings, detention and 1:1

3. Deliberate damage to property, a bill will also be issued to cover the cost of repair or replacement.

4. Threatening or aggressive behaviour towards another pupil, member of staff or visitor following attempts to de-escalate by staff, change of face and/or other strategies to diffuse the situation.

5. Assault on a pupil, member of staff or visitor. This includes pushing a member of staff out of the way.

6. Caught smoking or using an e-cigarette on-site.7. Racist or homophobic bullying. (Not a single incident of inappropriate language, but

persistent behaviour which continues beyond the application of lesser sanctions.)8. If a pupil refuses to attend a doubled up detention they will be excluded for the

following day and a meeting with parents requested on return to school.

Following the issuing of a same day fixed term exclusion, an investigation by SLT will determine whether the exclusion is extended. An exclusion which extends for longer than the remainder of that day should be followed by a ‘return to school meeting’ with pupil, parent/carer and a school manager (Headteacher, SLT, AB, CL, RS).This will allow the discussion of any school issues and any pupil/parent issues to be investigated and responded to. The Parent Partnership Agreement may be revisited and the Positive Handling Plan should be reviewed.It may be appropriate to look at an individual timetable for that pupil which might involve:

Reduced timetable 1:1 timetable Off-site provision (including on-line learning)

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Alternative provision

Any alternative timetable imposed on a pupil will be reviewed within an agreed, reasonable time-frame (2 – 6 weeks).

Threats on social mediaIf pupils have made threats, inappropriate comments or posted inappropriate images about other pupils or staff, outside of school, via social media, it may be necessary to risk assess the situation before that young person comes into school and there has been an opportunity to investigate by the unit managers. A decision can then be made around a way forward and possible use of a restorative justice approach. This may mean a fixed term exclusion whilst an investigation is carried out.

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