Presentation on theme: "Behaviour for Learning Policy Phase One Launch 6/1/2014 3.15- 4.30."— Presentation transcript:
Behaviour for Learning Policy Phase One Launch 6/1/2014 3.15- 4.30
Introduction At Wrotham School we aim to support, reward and challenge our students to develop the highest standards of behaviour so that all students can make excellent progress, feel safe and happy, and develop self-confidence and resilience. These are the qualities that will enable our students to be self-disciplined young people who are confident and at ease in a wide variety of situations, and to develop aspirations that will help drive their success.
Ethos Behaviour for Learning. Rewarding excellent behaviours. Shared community values. Clear and consistent implementation and consequences. Supported and understood by all Positive reinforcement. High Expectations.
Phase One The Respect Agenda. The Home School Agreement. Consequences and Sanctions. Rewards strategy.
Phase Two Bullying, gender discrimination, racism and homophobia. Consistent communication with parents. Standards- Uniform, conduct etc. Property, theft and vandalism. Restorative justice
Home School Agreement This document is the agreement between parents and the school on how we will support each-other. It makes the expectations of each party clear. All staff must read this carefully.
Home School Agreement We ask that every parent reads, understands and signs this agreement. This agreement confirms the strong commitment to doing what is best for the young people at Wrotham School as the result of a committed partnership between school and home. These are being sent out this week: -All CGL to chase nil returns -Refer to HOH to follow up persistent nil returns -HOH pass to SLT any refusal to sign.
"The young people now love luxury. They have bad manners, contempt for authority, they show disrespect to their elders.... They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and are tyrants over their teachers."
Respect Agenda The Respect Agenda is a simple set of standards by which every member of the school community is expected to apply in their school and work environment. These are social, moral and ethical standards that sit at the core of our beliefs and shared commitment. Students, staff and all members of the school community are asked to understand and uphold these standards in everything that they do.
Core expectations Respect- For others Respect- For environment Respect- For learning Respect- For safety
The Respect “Mantra” Responsible: Taking responsibility for your actions Enthusiastic: Giving 100% in everything you do- being positive Safe: ensuring your own safety and the safety of others in and outside of school Pro-active: Making the most out of every opportunity Equipped: Ready to learn, ready to succeed Considerate: Treating everyone fairly and showing good manners Trustworthy: Being honest and reliable
Implementation This can be used as a compass for expectations in everything we do. Every action or interaction can be judged against these standards. Everyone must understand them and apply them by referring to them as basic expectations.
Consequences and Sanctions The foundation for effective behaviour policy is consistency of implementation. When the rules are unclear or are applied unevenly the system will begin to fail. These changes aim to provide clarity for all.
CauseConsequenceDurationNotes C4 Incidents Persistent and regular C3/C4 Further Sanction/ Exclusion/ Internal exclusion. Variable SLT only- Individual cases considered. C4 behaviour – Serious incidentsRemoved by BSO/ SLT + SLT detention60 minutesPhone call/ letter home. Failure to attend LOL/ HOH detention BSO/ SLT Detention60 minutes Phone Call and letter home C4- (Persistent C2/C3)Head of House detention25- 50 minutesHOH- Report issued Failure to attend Class teacher detentionLOL/ Department Detention25- 60 minutesPhone call home C3- Disrupting learning of others Moved within department + LOL Detention 25-60 minsPhone call home. Persistent Disruption (4 th incident)C3 issued (moved in department)N/A See “Disrupting the learning of others” Receiving a C2/3Class teacher detention10- 25 minutes Lunchtime or after school Continued disruption (3 rd incident)C2 issuedN/ASee receiving a C2/3 Low level disruption (2 nd incident)C1 issued/ 2 nd verbal warningN/ARecord on SIMS Low level disruption (1 st incident)Verbal WarningN/AClear expectations Poorly equipped (planner, stationary, uniform) etc. Verbal Warning Classroom teacher detention for repeated issues 10 minutes Lunchtime Inform CGL. Record on SIMS Refusal to comply with reasonable requests (including confiscation) Give a further chance to comply. Make consequences of defiance clear. Refer to HOH HOH detention N/ARecord on SIMS. Prohibited items – Jewellery, Mobile Phones, Hoodies etc. Confiscate and deliver to office.N/A Record on SIMS, Items kept until end of day. Late arrivalClass teacher detention5-20 minutes Lunchtime Recorded on SIMS
Detentions Teacher detention – Lunch or after school at teachers discretion HOH/ LOL detention – Lunch or after school detention – at a designated time slot each week. SLT detention – Wednesday 3.05- 4,05
Detentions 24 hours notice – by telephone required for after school detentions. HOH/ LOL – Followed up by subject/ pastoral report. SLT – accompanied by letter home. Failure to attend leads to escalation to next stage. All incidents to be logged on SIMS. Email LOL/ HOH/ SLT (AR) to refer names, with reasons, to the detention lists.
Department Parking Please see your LOL for your parking rota. In case of absence/ cover – Refer to BSO or SLT rota to remove/ move students. All moves/ removal must be followed up with further, relevant sanction.
Rewards Rationale The effective functioning of the School can only be achieved by developing a culture of co-operation and consideration. The caring yet purposeful ethos at Wrotham School is maintained through an approach of combining firm discipline and high expectations with encouragement, praise and motivation; this combination is essential in order that students and staff can work together in a happy, positive environment.
House Points House Points are awarded for positive behaviours and recorded by members of staff through SIMs for the following: 100% Attendance in one Term (LS) 100% Attendance in one week (LS) Helpful, supportive to Staff Inter House Competitions Lunch Duty Peer Mediator appointment (AR) Prefect Appointment (AR) Uniform Representing the School School/House Council Appointment Excellent Behaviour in class Excellent Behaviour out in class Excellent Oral contribution in class House Points are also awarded for all Inter-House Competitions.
Reward Cards To recognise and record pupil’s academic progress and achievement all students will be issued with a reward card where they can collect stamps or teachers signatures.
Key Stage 3 Most able (Reaching and exceeding expectations): Meeting target grades on two pieces of work Completion of test to high standards Attendance at subject clubs and activities Improved effort and work rate Being on track to make progress in five or more subjects Outstanding effort in classwork Outstanding effort in homework Evidence of independent learning
Key Stage 3 (Aiming high): Completion of homework Attendance at homework club Meeting target grades on two pieces of work Improvement in an assessment Attendance at subject clubs and activities Improved effort and work rate Outstanding effort in classwork Outstanding effort in homework Evidence of independent learning
Key Stage 4 (Reaching for A*): On track to achieve three or more A*s On track to meet four levels of progress Meeting target grades on two pieces of work Completion of test to high standards Attendance at subject clubs and activities Improved effort and work rate Being on track to make progress in five or more subjects Outstanding effort in classwork Outstanding effort in homework Evidence of independent learning
Key Stage 4 (Aiming for outstanding): Attending revision sessions On track to achieve 5A*-C Grades including English and Maths On track to meet four levels of progress Meeting target grades on two pieces of work Completion of test to high standards Completion of homework Attendance at subject clubs and activities Improved effort and work rate Being on track to make progress in five or more subjects Outstanding effort in classwork Outstanding effort in homework Evidence of independent learning Attendance at extra-curricular activities
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