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Behaviour (DRAFT)

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 personal and 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 and their impact upon others?
  • 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
  • Curriculum
  • School Systems
  • Rewards
  • Sanctions
  • Support Systems for Individual Student Need
  • Support Systems for Staff
  • Support Systems for Parent/Carers

 

School Ethos

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.

Scope of the Policy

The Behaviour Policy applies to all students (Years 7 – 13):

  • On school premises, during school hours or during after-school activities;
  • On the way to or from school, including on buses;
  • Under supervision on off-site visits, including residential trips and sporting events;
  • Behaving in a way that could damage the name of Rossett School while in school uniform;
  • Behaving in a way out of school hours that could have repercussions for the safety of other students or the orderly running of the school;
  • Representing the school, for example whilst visiting another school or education setting;
  • Intimidating or threatening another student or member of staff either physically or virtually. The scope of this policy covers these events occurring either on or off school site.

Legislation and statutory requirements

This policy is based on advice from the Department for Education (DfE) on:

  1. Behaviour and discipline in schools
  2. Searching, screening and confiscation at school
  3. The Equality Act 2010
  4. Keeping Children Safe in Education
  5. Use of reasonable force in schools
  6. Supporting pupils with medical conditions at school

It is also based on the special educational needs and disability (SEND) code of practice.

Aims of the Behaviour Policy

At Rossett School, every person matters. We aim to provide a safe, ordered and happy environment within which mutual respect is paramount and students are able to learn and develop their characters to be responsible and content global citizens. 

 Respectful relationships and self-regulation need to be taught, modelled and promoted. There must also be clear, unambiguous expectations which are understood and shared by all.

 Aims for the Community

This policy aims to:

  • Promote a culture in which all students are able to learn to the best of their ability;
  • Maintain a safe, calm and harmonious environment based on trust, mutual respect and courtesy, in which all members of the community feel protected, valued and able to contribute;
  • Provide a clear framework so that staff, students, parents/carers or guardians and all members of the community understand what is expected of them;
  • Promote a shared understanding of acceptable behaviour based on our desire to help shape moral, principled and socially aware citizens;
  • Ensure that the rights of all are maintained and respected equally.

 

Aims for the Individual

The policy aims to ensure that the rights of all members of the school community are upheld and protected.

Each student has the right to:

  • Feel safe and protected by the school environment;
  • Be able to learn and achieve at the highest level without experiencing disruption to their learning;
  • Take responsibility for their own behaviour and actions and accept the consequences these choices bring;
  • Be aware of the impact of their behaviour on other members of our community, so that they can become morally sound members of the school and wider community;
  • Feel safe, free from bullying, valued and respected;
  • Have their successes recognised through praise and encouragement;
  • Be consulted about changes to this policy through Student Voice.

 Each member of staff has the right to:

  • Feel safe and protected in their work environment;
  • Be able to work effectively in an atmosphere conducive to good discipline;
  • Feel valued, heard and respected;
  • Know how to access appropriate sanctions and receive timely and effective support in enforcing these sanctions;
  • Be given access to appropriate CPD, coaching and support to enable them to develop as behaviour managers, especially when difficulties are encountered;
  • Be trained in using the in-house behaviour management systems including ClassCharts and Call Out;
  • Be supported in their actions and intentions by parents/carers or guardians with appropriate support and input from senior leaders if this support is not forthcoming;

 Each parent/carer or guardian has the right to:

  • Be informed about the school’s expectations and sanctions;
  • Be made aware of important issues with their child’s behaviour in school;
  • Have access to conduct points – both positive and negative with an understanding of why they have been given;
  • Know who the most appropriate member of staff is to contact should they have concerns or questions;
  • Understand their rights and responsibilities as parents/carers or guardians within the school community;

 Roles and Responsibilities

Students have the responsibility to:

  • Attend each school day on time;
  • Follow the school’s expectations and accept responsibility for their mistakes when they fail to;
  • Obey without question any reasonable instruction from a member of staff at first time of asking;
  • Treat all members of our community with respect, listen to and tolerate their views;
  • Report problems to an appropriate member of staff so they can be dealt with in a timely and effective manner;
  • Allow teachers to teach and other students to learn without disruption;
  • Arrive at lessons on time with the appropriate equipment, and a positive attitude to work to the best of their ability;
  • Complete work and homework to the best of their ability within the time deadlines set by teachers;
  • Seek help with work when there are barriers preventing comprehension and understanding;
  • Not bully others, abuse them or their property;
  • Avoid any forms of aggressive behaviour.

 Staff have the responsibility to:

  • Plan and deliver appropriate and challenging lessons, taking into account the ability range within the group and any special educational or emotional needs;
  • Be punctual to lessons;
  • Provide a safe, stimulating and orderly environment for learning, encouraging all students to be able to contribute and succeed;
  • Provide effective feedback to enable students to improve;
  • Support and enforce the school expectations consistently and fairly;
  • Explain to students the reasons for sanctions and be prepared to listen to their point of view where it is appropriately expressed;
  • Communicate with parents/carers or guardians as appropriate to provide them with relevant information to help their child progress;
  • Support other staff members appropriately;
  • Use the rewards and sanctions systems including Classcharts appropriately.

 Parents/carers or guardians have the responsibility to:

  • Ensure that they are familiar with school’s expectations and rules as expressed in the home school agreement and Acceptable Use of Devices policies as found on the school website and read in conjunction with this document;
  • Inform school about any issues that may affect a child’s behaviour or attendance at school;
  • Support the school in any reasonable action it takes to improve and modify their child’s behaviour;
  • Treat members of staff with respect and courtesy as expected by all members of our community;
  • Model calm behaviour towards their child and our staff when dealing with issues.

 

Governors have the responsibility to:

  • Ensure that school’s procedures are fair and consistent;
  • Deal with complaints and appeals in line with the school’s complaints procedure;
  • Ensure that there is no discrimination or bias in the implementation of this policy;
  • Review their statement of principles every two years.

 

Promoting Good Behaviour

We promote good behaviour within the school community by:

  • Focussing on the positive aspects of students’ behaviour through a culture of praise and reward;
  • Informing parents/carers or guardians and students on a daily basis of positives (rewards) and negatives (sanctions) recorded on Class Charts and the reasons for them;
  • Communicating to students what we mean by acceptable behaviour including through assemblies, form periods, lessons and by modelling acceptable behaviour as adults;
  • Applying commonly agreed expectations, expectations, sanctions and rewards consistently and fairly so that students understand what they need to do without contradiction;
  • Placing positive and respectful relationships at the heart of our interactions with students, showing them warmth, understanding and mutual respect at all times;
  • Providing support, guidance, CPD and effective systems so that staff can contribute to the development and promotion of good behaviour within the school;
  • Providing further support and strategies to help those students who struggle to understand what acceptable behaviour looks like;
  • Engaging parents/carers or guardians as partners in promoting good behaviour by having a transparent, publicly available, behaviour policy for the school which is updated annually.

 

Teachers promote good behaviour in lessons by:

  • Being skilled in relevant Behaviour for Learning strategies so that students experience a consistent approach to behaviour management within each of their lessons and disrupted learning is kept to a minimum;
  • Applying the principle traits of the Rossett School 3 Rs Culture when attributing positive behaviour points to students so that students understand the value of these traits and recognise the foundation of our behaviour ethos across the school;
  • Creating a safe, stimulating and orderly environment for learning, maintaining an appropriate balance between praise and sanction;
  • Actively use praise and record positive points on Classcharts to motivate and encourage students to contribute in class and succeed as a Rossett School learner;
  • Planning and delivering appropriate and challenging lessons that take into account the ability range of the students and any specific educational need;
  • Following the relevant faculty assessment for learning protocols to ensure students are provided with developmental feedback;
  • Using Classcharts to inform seating plans that ensure minimum disruption and enhance the learning environment for all;
  • Planning and setting homework tasks carefully and clearly so that students of all ability levels understand what they need to do;
  • Explaining to students where behaviour is unacceptable and putting sanctions in place accordingly while being prepared to listen to the students’ point of view when it is appropriately expressed;
  • Challenging poor behaviour calmly and respectfully but firmly ensuring students are clear about the issue – poor behaviour is discussed with the student with the emphasis on modifying future behaviours and creating strong Rossett School learners.

 

Taking Account of Individual Student Needs

A range of support is available to students to help them to overcome difficulties in meeting the school’s expectations on behaviour and attendance. These include:

  • Support from form tutors, Directors of Learning and Sudent Support Officers, subject leaders. For our SEND cohort, the SEND team also offers critical support and guidance to ensure the safety, wellbeing and academic progress of students with an educational need – SEND students have Individual Provision Maps with specific individual strategies available to staff through SIMS;
  • Involvement of the designated lead for Looked After Children for children who fall into this category;
  • Use of support staff such as Teaching Assistants and Student Support Officers;
  • Targeted classroom intervention and strategies implemented by subjects;
  • Use of Pastoral Support Plans where appropriate;
  • A broad and balanced curriculum;
  • Referral to the Attendance officer and other external agencies;
  • Staff members trained to support those suffering with Social, Emotional or Mental Health issues;
  • Staff members trained to support Young Carers;
  • Professional guidance and advice around LGBTQ+ issues;
  • Staff will always make reasonable adjustment when dealing with behaviour issues and treat each student individually and each case in its own context;
  • In line with guidance from the DfE, the school will provide remote access to learning and resources for students who cannot attend school due to a medical need related to Covid-19.
  • The school monitors exclusion, attendance and isolation data to ensure that particular groups are not being discriminated against in the application of the policy. This data is reported to Governors on a termly basis.

 

Student Conduct

Five simple classroom expectations are displayed in every room – known as ‘The Rossett Basics’:

  • I will be on time for my learning.
  • I will wear my uniform with pride.
  • I will bring the correct equipment.
  • I will focus on my learning.
  • I will show respect at all times.

 

In addition to our Rossett Basics, the following expectations and rules apply:

  • Students will not verbally or physically abuse staff or fellow students.
  • Students will not verbally or physically intimidate staff or fellow students.
  • Students will move quietly and sensibly around the school site.
  • Students will treat the school buildings and property with respect.
  • Students will not smoke or use vaping devices on the school site.
  • Students will accept sanctions when issued.
  • Students will remove coats when in Classrooms and Dining Halls.
  • Students must follow the details in the Uniform Policy in relation to Jewellery and Hair Styles.

Mobile Phones, iPads and Earphones

Mobile phones and earphones must be turned off and put in bags or coats at 8:30am. These devices will be confiscated if used or visible during the school day. Collection of confiscated mobile phones will be at the end of the school day from the Finance Office by a student. Persistent issues of non-compliance with this rule will result in parental contact and further sanctions.

 

Banned Items and General Power to confiscate

Schools’ general power to discipline, as set out in Section 91 of the Education and Inspections Act 2006, enables a member a school’s staff to confiscate, retain or dispose of a pupil’s property as a disciplinary penalty, where reasonable to do so.

Rossett School will confiscate any item which is harmful or detrimental to school discipline. These items may be returned to pupils after discussion with senior leaders and parents, if appropriate.

Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.

While every precaution is taken to ensure that confiscated items are kept safely, the school does not take responsibility for their loss or damage (including mobile phones and electronic devices) and reserves the right to keep the item or dispose of it as they see fit.

The school has the right to confiscate items that are:

  • Against school uniform rules – for example a piece/pieces of jewellery;
  • A threat to others – for example anything that could be construed as a weapon;
  • A health or safety hazard – for example lighter, matches or a laser pen;
  • Illegal for a child to have – for example cigarettes or other smoking paraphernalia or/and alcohol and/or drugs;
  • Racist, pornographic or homophobic material;
  • Being used by the student to disrupt learning;
  • A Bluetooth or other type of speaker used to transmit publicly.

 

Rossett  School maintain the right to amend this list in a way that is deemed reasonable and appropriate to maintain a safe and orderly school at any time during the school year.

Bullying

Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.

Bullying is, therefore:

  • Deliberately hurtful
  • Repeated, often over a period of time
  • Difficult to defend against

 

Bullying can include: 

TYPE OF BULLYING

DEFINITION

·         Emotional

·         Being unfriendly, excluding, tormenting

Physical

·         Hitting, kicking, pushing, taking another’s belongings, any use of violence

Prejudice-based and discriminatory, including:

·         Racial

·         Faith-based

·         Gendered (sexist)

·         Homophobic/biphobic

·         Transphobic

·         Disability-based

·         Taunts, gestures, graffiti or physical abuse focused on a particular characteristic (e.g. gender, race, sexuality)

Sexual

·         Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching

Direct or indirect verbal

·         Name-calling, sarcasm, spreading rumours, teasing

Cyber-bullying

·         Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites

 

Details of our school’s approach to preventing and addressing bullying are set out in our Anti-bullying Policy.

 

Zero-tolerance approach to sexual harassment and sexual violence

The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored.

Pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.

The school’s response will be:

  • Proportionate
  • Considered
  • Supportive
  • Decided on a case-by-case basis

Sanctions for sexual harassment and violence may include:

  • Withdrawal from lessons
  • Fixed Term Exclusion
  • Permanent Exclusion

 

The school has procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:

  • Responding to a report
  • Carrying out risk assessments, where appropriate, to help determine whether to:
  • Manage the incident internally
  • Refer to early help
  • Refer to children’s social care
  • Report to the police

 

Please refer to our Safeguarding Children Policy for more information.

Malicious Allegations

Where a pupil makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.

Where a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.

In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the school (in collaboration with the local authority designated officer, where relevant) will consider whether the pupil who made the allegation is in need of help, or the allegation may have been a cry for help. If so, a referral to children’s social care may be appropriate.

The school will also consider the pastoral needs of staff and pupils accused of misconduct.

Please refer to our Safeguarding Children Policy for more information on responding to allegations of abuse against staff or other pupils.

 

Restrictive Physical Intervention

In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:

  • Causing disorder
  • Hurting themselves or others
  • Damaging property
  • Incidents of physical restraint must;
  • Always be used as a last resort
  • Be applied using the minimum amount of force and for the minimum amount of time possible
  • Be used in a way that maintains the safety and dignity of all concerned
  • Never be used as a form of punishment
  • Be recorded and reported to parents

 

Rewards

Celebrating success is an integral part of being a member of staff at Rossett. We have a diverse range of rewards that staff are able to give to students when they have:

 

  • Produced work over and above that expected from that student, or
  • An act of ‘good citizenship’ – be that inside or outside the classroom

 

Our method of recording Rewards is through ClassCharts.

 

Type of Achievement 

Points

Description 

Good progress 

1

For making good progress in learning

Good effort 

1

For working hard and staying focussed

Good collaboration 

1

For working well with others 

High quality classwork 

1

For detailed, accurate and well-presented classwork

High quality homework 

1

For detailed, accurate and well-presented homework 

Leadership Award

2

For leading others towards a common goal 

Exceptional Learner Award

2

For being the exceptional learner in a lesson 

Excellent Attendance (98%+)

2

For having 98% attendance after each half term 

Tutor Award

2

For excellent contribution to PSHE and Form Time 

Resilience Award

3

For willing to persevere in the face of challenge

Reflectiveness Award

3

For reflecting and improving learning, relationships, attitude

Responsibility Award

3

For being a responsible Rossett student 

Student Support Officer Award 

3

Nominated by the SSO each week (2 per year group)

Director of Learning Award 

4

Nominated by the DOL each week (1 per year group)

Senior Leadership Award 

5

Nominated by the SLT each half term (2 per year group)

Headteacher’s Award 

10

For outstanding achievement (7 students per week)

 

  • Exceptional Learner Tokens are subject specific printed cards that a teacher can give to students with a personalised message explaining why they displayed exceptional learning in that lesson.  We expect that a teacher will award one of these each lesson.

 

  • Every member of staff can also award Students’ Charter Tokens for excellent development of our three core skills: responsibility, resilience and reflectiveness - the ‘3Rs’.  These are rewarded less frequently to emphasise their importance and value in the Rossett community.

 

  • The students are challenged with collecting tokens for all their timetabled subjects plus each of the 3Rs tokens. 

 

  • In addition, seven students (one from each year group) each week will be nominated for the prestigious Headteacher’s ‘Friday 5’. They will receive a Headteachers Award, a letter home and a chance to meet with the Headteacher where they are praised for their outstanding contribution to the school life.

 

Strengths of our reward system:

  • We recognise, encourage and support students who are exemplifying Rossett expectations
  • We foster a positive achievement culture – it is ‘cool’ to achieve
  • We encourage staff to look for positives – ’catch’ students doing the right thing
  • We acknowledge student achievement to Parent/Carers
  • Builds an aspirational culture

 

This school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation.

Sanctions

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; this ‘blanket’ approach can breed resentment
  • It should be the behaviour rather than the person that is sanctioned
  • To place the focus on the learning ie the sanction recognises that learning has been disrupted
  • To place the emphasis on the positive; the ‘choices & consequences’ philosophy is intended to be part of our whole school ethos as it builds on the positive praise culture we have. We aim for all members of the Rossett School community to feel happier, achieve and seek excellence together through the implementation of clear policies

Five simple classroom expectations are displayed in every room – known as ‘The Rossett Basics’:

  • I will be on time for my learning.
  • I will wear my uniform with pride.
  • I will bring the correct equipment.
  • I will focus on my learning.
  • I will show respect at all times.

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 and consequence reminders
  • If the behaviour continues, issue a consequence / sanction
  • Provide a consistent whole school approach to behaviour
  • Ensure students are clear as to the consequences of the choices they make, positive or negative

Our method of recording Sanctions is through Class Charts.

 

Type of Behaviour 

Points 

Description 

Poor behaviour in lesson 

-1

For disruptive or defiant behaviour in a lesson 

Poor behaviour out of lesson 

-1

For disruptive or defiant behaviour at a Social Time or between lessons 

Inadequate work in lesson 

-1

For failure to produce the required volume or quality of work 

Incorrect Uniform 

-1

For failing to wear the full and correct uniform 

Missing Equipment 

-1

For failing to be fully equipped for each lesson 

Missing Homework 

-1

For failing to complete Homework by the required deadline 

Mobile Phone / iPad / Earphone Issue 

-1

For using a Mobile Phone, iPad or Earphones without the permission of the teacher, or using them inappropriately 

Poor Punctuality 

-1

For arriving late to a Form Period or Lesson 

Persistent Poor Behaviour 

-3

For repeatedly failing to meet Rossett behaviour expectations during a Form Period, Lesson, Break or Lunch time 

Persistent Inadequate Work in Lesson

-3

For repeatedly failing to produce the required volume or quality of work 

Truancy 

-3

For failing to attend, or missing a significant part of a Form Period or Lesson without permission 

Serious Behaviour Incident 

-5

For serious breaches of Rossett’s Behaviour Policy eg. Verbal Abuse, Threatening Behaviour, Assault, Bullying, Prejudiced Comments, Smoking, Theft 

 

 

Detention

At Rossett School, we believe that good behaviour is an integral part of the learning process and that all individuals have the right to learn and work in an atmosphere of respect, trust, honesty and safety. Where a student persistently falls below our expectations a Detention may be issued through Class Charts.

 

3 or more 1 Point Negatives on Class Charts within a 2 week period, will result in a Breaktime Detention (20 minutes). Breaktime Detentions are held on a daily basis. Students and parents will be notified of this detention by the Class Charts app.

 

Failure to attend a Breaktime Detention will result in an After School Detention (1 hour). After School Detentions are held on a Wednesday and a Friday between 3:10pm and 4:10pm. Students and parents will be notified of this detention by the Class Charts app.

 

3 Point Negatives on Class Charts will result in an After School Detention (1 hour) and the relocation of a student to another classroom within the Faculty if during lesson time. After School Detentions are held on a Wednesday and a Friday between 3:10pm and 4:10pm. Students and parents will be notified of this detention by the Class Charts app.

Failure to attend an After School Detention could result in:

  • Further Detentions
  • Parental Meeting
  • Withdrawal

 

At the start of every detention, students will be encouraged to reflect on the reason(s) they have been given a detention and consider  ways to manage their emotions and take responsibility for what follows.

 

Serious Behaviour Incidents

5 Point Negatives on Class Charts are recorded as a result of a ‘serious behaviour incident’. Incidents of this nature will be reviewed immediately by the Director of Learning with guidance from the Senior Leadership Team. Such incidents may result in the following:

 

  • Multiple Detentions
  • Parental Meeting
  • Withdrawal from mainstream curriculum
  • Fixed Term Exclusion
  • Permanent Exclusion

Parental Meeting

If a student’s behaviour continues to fall below expectations, despite intervention, then a meeting will be called. The Director of Learning will meet with the student and parents/carers so that supportive strategies can be agreed.

Withdrawal

In very rare circumstances poor behaviour may continue despite intervention. Where this occurs, and it is having a prejudicial effect on the rights or education of others, a student may be withdrawn from the mainstream curriculum. It is hoped that most sessions will be pre-planned, but some will happen following “on call” or other serious incident. The Withdrawal Room is managed at all times by a member of staff. Here students could be present for the whole day or for certain times of the day. Students are expected to work in silence throughout their time in the Withdrawal Room.

 

Pastoral Support Plan

Some students may require a period of more intensive support with specific targets and associated interventions. This will be agreed following a meeting between home, school and any other relevant agencies. The plan will be periodically reviewed and any necessary adjustments made.

Exclusion

The decision to exclude can only be made by the Headteacher and must be on disciplinary grounds. A student can be excluded for a fixed period or permanently. This is used only as a last resort but may be considered if:

  • there has been a serious breach or persistent breach of the school’s Behaviour Policy; and
  • where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in school.

Examples of such incidents could be:

  • Verbal abuse to staff or student
  • Physical abuse to staff or student
  • Persistent disruptive behaviour
  • Possession or use of illicit substances

 

If a decision to exclude has been made parents must be notified without delay. Students returning from a fixed period exclusion must attend a reintegration meeting with their parents, Director of Learning and a member of the Senior Leadership Team. Decisions on exclusions will be made in line with ‘Exclusion from maintained schools, academies and pupil referral units in England: Statutory guidance for those with legal responsibilities in relation to exclusion. (September 2017)

 

Restorative Practice / Resolution

Restorative practice is a strategy used at Rossett School to repair any harm done to people, and relationships that have been damaged. Rather than simply punishing an ‘offender’, it aims to make them take responsibility for their actions and be aware of the consequences they have caused.

This is done through meetings with people who have been affected by their actions, who explain the impact that they have had. Such meetings take place at various stages of the Sanction Process.

 

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 parents’ evenings; having a Student Support Officer attached to each year group; using first day of absence contact home; offering a wide variety of extra- curricular school activities; updating the school website and twitter sites and ‘Rossett News’. 

 

Appendices:

  1. Core Routines and Expectations
  2. Sanction Processes Flowcharts
  3. Covid-19 Behaviour Addendum (This has been maintained but will only be adopted in the event of a localised or national outbreak)

 

 

 Linked policies:

Behaviour Policy: Anti-Bullying

 

 

 

 

 

 

APPENDIX 1

 

CORE ROUTINES AND EXPECTATIONS 2021-22

 

Core Expectations

  • Show respect to all members of the school community and the school environment.
  • Behave in a way that allows for a calm atmosphere and for all members of our community to feel safe.
  • Wear your school uniform with pride.
  • Arrive to lessons on time and with the right equipment.
  • Work to the best of your ability at all times.
  • Follow instructions the first time, every time.
  • Listen to the person who should be talking.
  • Think carefully before you speak.

 

Uniform Expectations

  • Students must be in full school dress at all times unless agreed with teacher eg. Blazers in warm weather.
  • Trainers are not permitted and students will be asked to change in to shoes if they are in a bag.
  • Hoodies are not permitted.
  • Shirts must be tucked in to skirt / trousers.
  • The top button of shirts must be fastened and ties to the top of the shirt.
  • Students may wear one small stud in one, or both, ear lobe(s).  No other form of jewellery is allowed. This includes necklaces/bracelets, other than for religious reasons, and any form of facial or body piercing.

 

Technology Expectations

  • Mobile Phones and earphones must be turned off and put away at 8:30am.
  • Mobile / Bluetooth speakers are not permitted in school.
  • Mobile Phones and earphones will be confiscated if visible or being used after 8:30am and this will be recorded on Class Charts.
  • If a student refuses to put these items away when asked, this will be recorded as ‘Persistent Poor Behaviour’ on Class Charts.

 

Start of the Day

  • Students must make their way immediately to their outdoor spaces when they arrive in school and stay in that area until 8:45am.
  • Students cannot enter the school buildings before 8:45am.
  • Students must make their way to their Form Period at 8:45am when the first bell rings.

 

Form Period

  • Students must arrive at Form Period at 8:50am.
  • Students must follow the routine for entering their Form Room as soon as they arrive.
  • Uniform will be checked and issues addressed on entry to the Form Room.
  • Equipment will be checked and issues addressed at the start of the Form Period.
  • Uniform will be checked and issues addressed on leaving the Form Room.

 

Lessons

  • Students must arrive on time to the lesson.
  • Students must follow the routine for entering their Classroom as soon as they arrive.
  • Issues of poor punctuality will be addressed with the student and a ‘Poor Punctuality’ point will be recorded on Class Charts.
  • Uniform is checked and issues addressed on entry to the Classroom.
  • Equipment is checked and issues addressed during the lesson.
  • Uniform and equipment issues are recorded on Class Charts.
  • Students must follow seating plans and organisational arrangements of the lesson.
  • Students must follow routines for concluding the lesson including clearing work spaces and tidying chairs and desks.
  • Students leave the lesson in an orderly fashion as directed by the teacher.
  • Uniform is checked and issues addressed on leaving the lesson.

 

Break and Lunchtimes

  • Students must only use the outdoor spaces and the Dining Halls that are allocated to their Year Group.
  • Students must behave in a sensible, respectful and responsible way that allows for a calm atmosphere to be maintained.
  • Students must clear all tables, plates and rubbish when they have finished eating.
  • Students must not be in Out of Bounds areas at Lunchtime.
  • Students must make their way to the next lesson when the first bell rings.

 

End of the Day

  • Students must leave lessons in a calm and orderly fashion.
  • Students must make their way directly to the Bus Park or Exit Gates.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX 2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX 3

 

Rossett School

Behaviour Policy Addendum – Covid 19

September 2021

 

Context

This addendum to the main Rossett School Behaviour Policy details adaptations made to facilitate any contingency plan that would need to be put in place should their be a localised Covid-10 outbreak. This policy addendum is informed by the Department for Education Operational Guidance.

 

This policy appendix is specifically intended to:

  • ensure the safety and well being of every student and member of staff.
  • encourage students to take responsibility for their behaviour.
  • tackle incidents/instances of poor behaviour effectively, fairly and swiftly.
  • allow teachers to feel safe and supported.
  • foster an environment where all members of the school community respect and adhere to the social distancing guidance and hygiene measures that we all expected to embrace.

 

The health and safety of our students and staff is paramount at this time, and Rossett School has undertaken rigorous risk assessments that have informed, and are supported by, this addendum.

 

Core Principles

Fundamental to this addendum are the Core Principles that all students must adhere to:

  • students must adhere to the revised rules and expectations throughout the day, including travel to and from school.
  • students should follow social distancing guidance whenever possible and appropriate, in and out of their ‘teaching bubble’.
  • students should follow hygiene rules, including washing / sanitising hands at regular intervals throughout the day.
  • students should inform an adult if they feel they have any Covid-19 symptoms.

 

Arrival and Departure

The following instructions should be followed at the start and end of the school day:

  • students should follow Government guidelines on Social Distancing when travelling to and from school.
  • students will not be allowed in the school buildings until 8:45am, and so on arrival at the school site, they should move directly to their designated ‘Before School Area’.
  • students should follow Government guidelines on Social Distancing inside the school grounds.
  • students should move directly to their designated Form Room as soon as they hear the bell at 8:45am.
  • students should leave the school grounds as soon as they are dismissed at the end of the day.
  • students should enter and exit via their allocated gate and building entrance.

 

 

During the school day

Throughout the time that a student is in school, the following rules must be followed:

  • students must comply with all markings and movement systems within school.
  • students must only use the areas of the school that are designated to their Year Group.
  • students must sanitise their hands on entering the classroom.
  • students must comply with the seating plans in each lesson.
  • students must not touch any desk assigned to another student or any equipment on a desk assigned to another student.
  • students must not share belongings or equipment with others. This includes food and drink, and drinking bottles.
  • students must meet our usual expected behaviour in class.
  • students must not attempt to make physical contact with any person.
  • students must not attempt to deliberately move within 2 metres of any adult.
  • students can only use the designated toilets with the permission of a member of staff and must sanitize hands again when returning to the classroom.
  • students must not deliberately and unnecessarily perform actions associated with symptoms of Covid-19, for example but not limited to, coughing and/or sneezing.

A reminder of these rules will be given at the start of each lesson.

 

Break and Lunch Times

All students will receive a 20 minute Morning Break and a 40 minute Lunch Break. During this time the following rules must be followed:

  • students follow social distancing guidance whenever possible and appropriate.
  • students must stay within their designated Indoor or Outdoor Social Space.
  • students must travel to and from their Social Spaces using only the designated corridors or paths.
  • students must follow Social Distancing guidelines when queuing for and purchasing food from Dining Halls.
  • students sanitise hands before and after eating any food.
  • students must return all trays, plates and cutlery to the collection points.
  • students must place any rubbish in the bins provided.
  • students must not share any belongings.
  • students must only use the designated toilets.

 

Unacceptable Behaviour

The following are some examples of what we consider to be unacceptable behaviour specific to the context of all students returning to full-time learning, though the list is not exhaustive:

  • refusing to sanitise hands.
  • not moving directly to their allocated classroom.
  • failing to comply with all markings and movement systems in school.
  • deliberately making contact, or attempting to make contact, with another person.
  • deliberately moving within 2 metres, or attempting to move within 2 metres, of an adult.
  • deliberately and unnecessarily performing actions associated with symptoms of Covid-19, for example, but not limited to, coughing and/or sneezing, or making inappropriate comments relating to Covid-19.
  • not attempting to cover the nose and mouth with a tissue or arm when coughing and/or sneezing.

 

 

If a student’s behaviour is seen as unacceptable, it will be reported to the relevant Year Team and appropriate sanctions will be issued.

Any student that behaves in a manner which deliberately or wilfully endangers the health, safety or well-being of another student or adult will be dealt with swiftly and receive a sanction that reflects the seriousness of the breach of this Behaviour Policy which may include a Fixed Term Exclusion.

 


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