Statement of Intent

Good behaviour plays a significant role in promoting a safe and orderly environment, in enabling effective teaching and learning to take place, and in encouraging students to become responsible members of society.  Students at Lavington School are expected to behave in a way which helps the school to be a pleasant, supportive and positive learning environment. Equally, well planned and engaging lessons are important in motivating students and lessening the likelihood of disruptive behaviour. Finally, fostering positive and respectful relationships between all members of the school is seen as crucial to ensuring high standards of behaviour.

 

Objectives of policy

The purpose of this policy is to clarify the expectations the school has for students’ individual behaviour and conduct, and the roles and responsibilities of students, staff, parents and governors.

 

Implementation of policy

The Behaviour Procedures will outline how the Senior Leadership Team and other staff fulfil their responsibilities in a coherent and consistent way.

 

Behaviour Expectations

Students are expected to behave well in and out of lessons, and travelling to and from school. Lavington students collated a series of expectations for their behaviour which is displayed in every classroom. These form the fundamental expectations for all members of the school community. They are:

• We value and celebrate the achievements of all individuals.
• We are ready for learning by having the right attitude, equipment and uniform.
• We believe that everyone should be allowed to learn without interruption.
• We believe that we should all listen to and respect all contributions, even if they differ from our own.
• We respect our environment by looking after our classrooms, corridors and all other areas of school and its grounds.

Students behave better where they can actively and successfully engage in their learning. Teachers and other staff should set high expectations of students in lessons both in their learning and in their behaviour for learning and ensure these are clearly explained and consistently applied. Primarily, good behaviour and discipline is the responsibility of the classroom teacher or tutor and staff are respected most when they deal quickly, fairly and consistently with poor behaviour in lessons.

 

Behaviour out of school

Schools now have the power to exercise discipline beyond the school gates. The behaviour expectations of Lavington students is the same whether they are in school, travelling to and from school, on school trips, completing courses at other centres or involved in activities out of school which may affect other students (for example cyber bullying); and the same system of sanctions will be applied.

 

Rewards

Positive comments, written, verbal and non-verbal, do much to encourage positive behaviour and a determination to do well. The rewards systems are used support the good behaviour of the school, as well as success in learning. In Key Stage 3 a merit system is in place. All staff should reward students regularly for effort, achievement and behaviour. These are recorded in student planners. Students receive individual certificates for reaching every 100 merits, and the tutor group is awarded prizes three

times a year for achieving the highest average in their year group. In Key Stage 4 Praise Certificates are awarded for such achievements as an impressive piece of work, improvement in attainment, effort or behaviour, or for contribution to the school or community. Three times a year, the boy and girl who have gained the greatest number of praise certificates from each year group receives a gift token, plus there is a ‘lucky dip’ raffle for all students who have gained Praise Certificates.

Each term subject areas nominate a girl and a boy for each year group to receive a Celebrating Success award. These are given out by subject teachers or Subject Leaders. There are also awards evenings held at the end of Key Stage 3 and for celebrating GCSE success.

 

Sanctions

For the small number of students who behave in an inappropriate way, the school has a series of sanctions. Sanctions should be at an appropriate level for the misbehaviour, or may be more serious for repeated misbehaviour. They are displayed in the sanctions table (Appendix A). Sanctions may include detentions during the school day; after school detentions (for which parents will always receive at least 24 hours notice); extra work being set; being placed on daily report; removal from a lesson; community service; withdrawal of a privilege (e.g. school trip); internal exclusions; fixed term exclusions; and, in extreme cases, permanent exclusions.

 

Searching students

Staff have the legal right to search students if there are serious concerns over such things as weapons, alcohol, illegal or unauthorised drugs, or stolen property. However, only routine searches will take place in school. This could mean asking a student to empty their pockets and school bag, to remove their shoes and shake them out, and to remove outer clothing. Further searches would only be conducted by the police. It is normal practice to have another member of staff to witness the search. Any illegal or unauthorised materials will be confiscated and labelled. If consent is not given, then it is likely that the police will be called. School property such as lockers could be searched if there is reasonable suspicion that dangerous or stolen items are there, and although consent for searching school property is not required, individuals will be made aware that such a search is taking place.

 

Pastoral Support Plans

Students whose behaviour is deteriorating will be subject to a Pastoral Support Plan (PSP). The aim of a PSP is to intervene and support a student in improving their behaviour and to try to avoid exclusion. Parents will be contacted to attend a meeting when such a plan is put into place. This PSP focuses on a student’s strengths and areas of concern. It also includes a set of targets for the students and builds in regular reviews. It may also involve external agencies, for example, the Young People’s Support Service, the Education Psychology Service, School Health Nurse or the Education Welfare Service, who may be able to offer extra targeted support for the student.

 

Restorative Justice

If appropriate. a restorative justice meeting will be held to help students consider their poor behaviour and move forward. A restorative justice meeting allows two parties to explain what happened, what they were thinking and feeling at the time, who else was affected and how things can be put right. Meetings can be formal or informal but in either case the expectations are that students engage in a serious and reflective way in order to improve their situation. Restorative justice meetings may take the place of a formal sanction if the two parties appear to be equally at fault, or may follow a sanction in order to help repair a damaged relationship whether between two students or a member of staff and student.

 

Exclusions

Exclusions are only used in cases where there has been a significant breach of the school rules. Internal Exclusion means that a student will be supervised in the Internal Exclusion room for the entire day. They will be sent work from their teachers for that day and will be expected to reflect on their behaviour. Only members of the Senior Leadership Team can place students in Internal Exclusion. Fixed term exclusions are decided by the Headteacher (or Deputy when deputising). All fixed term exclusions are followed with a readmission meeting which should be attended by the child and their parents. A plan for the student’s future behaviour is agreed at this meeting. Permanent exclusions are subject to a legal procedure. They are recommended by the Headteacher and are conducted by a Governor Disciplinary Panel.

 

 

Support

It should be noted that on occasions students misbehave due to extreme personal difficulties. Staff dealing with such students will ensure that the right type of support is in place and, as a result, sanctions may vary from the set pattern. The Pastoral team will work to ensure that poor behaviour is not repeated.

Any staff who are experiencing difficulty in managing student behaviour will receive intensive support and coaching.

 

Recording behaviour incidents  

All significant behaviour incidents are recorded initially on an Incident Sheet which is then put onto the school’s data management system. Staff can build a better picture of an individual student’s behaviour and this also enables the Senior Leadership Team and Pastoral Leaders to identify any more general behaviour issues.

 

Responsibilities

 

The Governors (Students Committee) are responsible, in consultation with Senior Leadership Team for establishing the policy for the promotion of good behaviour and for reviewing it at the appointed review date.

 

The Deputy Headteacher (Personal Development) is responsible for leading the development of behaviour and attendance and in co-ordinating support from outside agencies.

 

The Senior Leadership Team is responsible for the implementation and day-to-day management of the policy and procedures. They will support staff in dealing with poor behaviour and encourage staff to use strategies to avoid such behaviour. They will monitor behaviour in the whole school and offer support and training to deal with any behaviour issues.

 

Pastoral Leaders are responsible for dealing with matters within their ‘school’, supporting staff in their use of rewards and sanctions and seeking support for those students whose behaviour is deteriorating. They will also identify issues which arise in their year groups and seek appropriate support for staff and students.

 

Pastoral Support Managers are responsible for liaising with outside agencies and offering support within school for students where emotional issues may be affecting their behaviour.

 

All staff are responsible for applying the school’s behaviour policy and procedures fairly and consistently, ensuring equal opportunity for all students. As role models to students, staff model high standards: being punctual, preparing lessons and resources thoroughly and remaining professional in their dealings with students, colleagues, parents and members of the community.

 

Students are responsible for their own behaviour and for adhering to the Classroom Expectations. They will be expected to be polite and respectful to all staff and students; to allow learning to take place; to wear their school uniform correctly; to arrive to lessons properly equipped; and to treat all property and surroundings with respect.

 

Parents are responsible for supporting the good behaviour and high expectations of the school. They are encouraged to work in partnership with the school and to support the Home School Agreement.

 

Evaluation and development of policy

The policy will be developed through consultation with staff, students and governors. The policy should be considered in conjunction with other relevant policies such as the anti-bullying policy, the drug policy, the child protection policy and the exclusions policy. Students will be consulted about, and informed of, any changes to the policy.

 

Review cycle of policy

This policy will be reviewed by the Governors (Students Committee) every three years in accordance with the school’s review cycle.

(updated 05/02/10)