Behaviour for Learning
The pursuit of excellence, acting with integrity, and modelling respect lie at the heart of our mission as a school. They are also crucial to the effective operation of behaviour and inclusion in the school. Staff expect excellence from students both in terms of their academic endeavours, and in terms of how they interact with one another and us – we have the highest expectations of our students in all situations. Staff endeavour to act with integrity at all times – and in so doing generate the high levels of trust in us from students to allow a culture of excellence to flourish. Moreover, through acting in this way staff model to students how to be respectful to each other, themselves, and to the environment.
To turn these values into reality we offer both high challenge, and high support. We challenge students routinely in lessons to learn; we also challenge students to improve their behaviours. Just as we know that students may need varying degrees of academic support in the classroom, so also provide support for students to change negative behaviours into positive ones. We remain optimistic about students’ potential for growth both academically and behaviourally.
We see our relationship with parents as a partnership in helping your child to develop positive traits of excellence, respect and integrity, and value parents’ support in reinforcing our expectations of students. We place a heavy emphasis on a restorative approach to relationships – when things go wrong the emphasis is on repairing relationships. However, we also have systems and processes to ensure that any students displaying poor behaviour are challenged.
If you require further information regarding the content of this web page please contact Mr Bates via firstname.lastname@example.org
Teachers expect excellent behaviour in all lessons at all times so that all students can maximise their learning, and poor learning behaviour will not be tolerated. Where a students’ behaviour does not conform to our expectations, teachers’ first priority will be to ensure that the learning of others is not disrupted. To this end, teachers may deploy a range of tactics to challenge students’ behaviours:
- A verbal reminder of the expected behaviours
- ‘Timeout’ – a few minutes outside the room during which the student will need to reflect on their behaviour to enable a restorative conversation to take place
- ‘Being parked’ – being sent to another class to continue work without disrupting the present class.
Where there is persistent poor behaviour, this will lead to a student going on ‘Department Report’ to the Head of Department.
Persistent poor behaviour
Where information suggests that a students’ behaviour is problematic across a number of lessons or contexts, then the Head of Year may intervene and use the contract system to challenge and support students to improve their behaviour. This is a formal opportunity for the student to be able to assess their own behaviour, and understand the consequences if such behaviours continue – parents will be invited to the initial meeting. Support will be available through a mentor to support the student in changing their behaviours. At the end of the contract period, the students’ behaviour will be reviewed, and typically students have demonstrably improved their behaviour and will be taken off contract, and parents contacted to notify. Where students have not improved their behaviours, they may be escalated to the next level of contract.
Serious behaviour incidents
If there is a serious breach of the school behaviour policy (see below), then we strongly encourage students to speak to their Head of Year in the first instance, or parents to contact the Head of Year via phone or email (see contacts in the next section, bear in mind that Heads of Year are teaching members of staff so will not be able to respond immediately). If you are concerned that the issue is a safeguarding issue, please see page on reporting concerns:
While we investigate the issue, a student may be interviewed with staff, asked to write a statement, and may be searched (in line with statutory DfE guidance). For the integrity of any investigation and protection of all students, the student may need to be kept in internal isolation while the incident is subject to investigation.
If the incident is determined to be a serious breach of the school’s behaviour policy, then the Headteacher may issue a Fixed Term Exclusion, or in the most serious cases, a Permanent Exclusion – please see the Exclusions Policy for further details.
Links and contacts
For further information on the school’s behaviour policy, please see the Key Information: Behaviour section:
EEF behaviour report:
Head of Year 7: Ben Dyason email@example.com
Head of Year 8: Annie Henken firstname.lastname@example.org
Head of Year 9: Thomas Smale email@example.com
Head of Year 10: Kalvindar Virdee firstname.lastname@example.org
Head of Year 11: Tach Njovana email@example.com
Head of Year 12: Emma Cowing firstname.lastname@example.org
Head of Year 13: Ben Bux email@example.com
Assistant Headteacher for Behaviour: Ashmi Kapila firstname.lastname@example.org