Why do we need a behaviour policy? The law requires schools to have a written behaviour and attendance policy. Ofsted reports that schools are most effective where the behaviour policy is applied consistently. Our behaviour and attendance policy helps us to create a caring, stimulating and secure environment in which staff and students can work and engage safely and to encourage the involvement of Parents/Carers in the development of their child.
Why do we need a behaviour policy?
The law requires schools to have a written behaviour and attendance policy. Ofsted reports that schools are most effective where the behaviour policy is applied consistently. Our behaviour and attendance policy helps us to create a caring, stimulating and secure environment in which staff and students can work and engage safely and to encourage the involvement of Parents/Carers in the development of their child.
We aim to enable our students to:
- Be healthy
- Stay safe
- Enjoy and achieve in their learning
- Make a positive contribution
- Achieve economic well-being
- Access the full range of learning opportunities in a calm, positive environment
- Achieve through appropriate expectations of work and behaviour with praise, reward and celebration and explicit and consistent consequences
- Behave appropriately in a wide range of social and educational settings
- Value the rights of the individual
What are the principles of our behaviour policy?
- To raise students’ self esteem
- To promote/develop empathy and respect for self and others
- To develop in students a sense of self discipline and an acceptance of responsibility for their own actions
- To ensure regular attendance
- To develop an awareness of and adherence to appropriate behaviour
- To encourage students to value the school environment and its routines
- To ensure that students are confident of their right to be treated fairly
- To empower staff to determine and request appropriate behaviour from everyone
- To acknowledge that the maintaining of good behaviour within the school is a shared responsibility
- To ensure that positive behaviour is always recognised
- To ensure the policy is fully understood and is consistently implemented throughout the school
- To ensure effective mechanisms are in place for the monitoring and evaluation of this policy
- To ensure the rights and responsibilities of all members of the school community
How do we implement our Behaviour policy?
- School Ethos
- Expectations of the school community
- School Systems
- Support Systems for Individual Student Need
- Support Systems for Staff
- Support Systems for Parent/Carers
Rossett School provides an education for all, acknowledging that the society in which we live is enriched by diversity. We strive to recognise and celebrate the diversity within our school community, where everyone is equally valued and treats one another with respect and fairness.
Expectations of the school community:
Staff & Governors
To lead by example, be consistent, to have high expectations and uphold the values of the school. To provide and deliver an appropriate curriculum (and support) and encourage communication between home and school.
To be resilient, reflective and to take responsibility for what they do. To respect and support others. To attend on time, properly equipped, and participate.
To support the school’s values and expectations. To take an active and supportive interest in their child’s work and progress. To engage/communicate with the school as necessary.
At Rossett School, through our curriculum, we teach students the above mentioned principles in all we do. Personal Development time, PSHEE and citizenship address our ethos and expectations directly.
We believe that an appropriately structured curriculum and effective learning contribute to good behaviour. Thorough planning for the needs of individual students, the active involvement of students in their own learning and structured feedback all help to avoid the alienation and disaffection which can lie at the root of poor behaviour. It follows that lessons should have clear objectives which are understood by the students and differentiated to meet the needs of a range of abilities. Marking and record keeping can be used both as a supportive activity, providing feed-back to the students on their progress and achievements and as a signal that the student’s efforts are valued and progress matters.
All staff have access to SIMS and should use this electronic system to record merits given for:
- Work over and above that expected from that student, or
- An act of ‘good citizenship’ – be that inside or outside the classroom
Merits can be awarded by any staff at Rossett. We ask that approximately one sixth of students should be awarded merits each lesson. We also encourage staff to catch students who are ‘getting it right’.
The weekly tally is processed and made available to staff. This data can be sorted according to the wishes of the year team (gender split, form by form, top student performers) within any time frame. In this way Directors of Studies and Directors of Learning can use this information for monitoring the rewards process.
We can celebrate student success by awarding a certificate (and sending a letter home) at the following ‘landmarks’:
50 merits Bronze Award Certificate + letter from Tutor
100 merits Silver Award Certificate + letter from Director of Learning
200 merits Gold Award Certificate + letter from Deputy Headteacher
300 merits Platinum Award Certificate + letter from Headteacher
400 merits Diamond Award Certificate + letter from Chair of Governors
Alongside this is a scheme that allows for commendations for individual pieces of work or progress. This could be rewarded with ‘one off’ rewards – well done board/star for the week/postcards. In the Sixth Form commendation letters are sent from the Headteacher and Director of Sixth Form and student praise is ‘messaged’ on the plasma screen and by praise in assemblies.
In addition the Headteacher, at the end of each learning cycle, sends a commendation letter to the students with the highest effort grades/progress in each year group.
- We recognise, encourage and support students ‘doing it right’
- We foster a ‘cool to achieve’ ethos
- We encourage staff to look for positives/’catch them doing it right’
- We acknowledge student achievement to Parent/Carers
- Can be used to compare performance
This school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation.
The use of sanctions should be characterised by certain features:
- It must be clear why the sanction is being applied
- It must be made clear what changes in behaviour are required to avoid future sanctions
- Group sanctions should not be used as this breeds resentment
- It should be the behaviour rather than the person that is sanctioned
- To place the focus on the learning
- To place the emphasis on the positive; the ‘Choices & Consequences’ programme is intended to be part of our whole school ethos as it will build on the very good praise culture we have, and will help all members of the Rossett School community to feel happier, achieve and seek excellence together.
5 simple classroom expectations are displayed in every room:
- Arrive to lessons on time and with the right equipment
- Follow instructions the first time
- Listen to the person who should be talking
- Think carefully before you speak
- Put your hand up if you want attention
Students need to understand the consequences of their behaviour and take responsibility for their actions
All staff must:
- Remind students of expectations on a regular basis
- Give rule & consequence reminder
- If the behaviour continues issue a consequence
- Provide a consistent whole school approach to behaviour
- Ensure students are clear as to the consequences of the choices they make, positive or negative (see Behaviour Map)
- Issue Sixth Form students with a compulsory After School Study Session if homework, coursework or lesson work rate is giving cause for concern
Support systems for individual student need (in line with the school’s Inclusion Policy):
- If there is a persistent problem the Director of Social Inclusion/Director of Access & SEND/Director of Behaviour Support will draw up an Individual Improvement Programme (or similar) to support the student in partnership with parents. All staff working with the student will have access to this information via the SEN register. This will give a consistent approach throughout the school day.
- If the problem continues, the school will work with outside agencies to seek solutions to support the student.
- For students who are having these difficulties the school will provide targeted pastoral support or mentoring by adults or peers (ie access to a Student Support Officer, peer buddies, mentors etc)
- In order that the students feel supported the staff at Rossett School will work together to provide a cohesive approach to supporting individual needs. Behaviour management should be consistent throughout the school
- Staff having difficulties with an individual, class or group should discuss this with their DOS and/or with the relevant year team
Support systems for Parents/Carers
At Rossett School we embrace the ‘triangle of care’ between students, parents and staff. We encourage parents to discuss any issues concerning the academic welfare of their child with us – along with any other concerns or issues that may affect the student. We foster parental involvement in their child’s education through regular reporting and parent consultation evenings, having a Student Support Officer attached to each year group, first day of absence contact home, a wide variety of extended schools activities, the school web and twitter sites and the ‘Rossett News Update’. Parental access to information about their child held by the school is available via SIMS Learning Gateway.
Behaviour Policy – Anti-Bullying
Behaviour Policy – Anti-Bullying student version
Behaviour Policy – Choices & Consequences
Equality, Diversity and Community Cohesion Policy
Adopted by Governors: July 2011
Reviewed: July 2016
Next Review: July 2017