This policy applies to all year groups, 7 to 11. The planned admission number for Year 7 commencing 1st September 2011 will be 137 which is the same as other year groups. Places will be allocated by the Admissions Committee, applying the criteria below, once applications have been received via the Local Authority (LA)
Over-subscription
Where applications for admission exceed the number of places available, the following criteria will be applied, in the order set below, to decide which children to admit: -
where the child is looked after
where the child lives within the civil parishes of Great Cheverell, Little Cheverell, Chirton, Coulston, Easterton, Erlestoke, Marden, Market Lavington, Marston, Patney, Tilshead, Urchfont, Wedhampton, West Lavington, Worton or the hamlet of Conock.
where the child has a sibling who will be on the roll of Lavington School at the time of admission. Sibling refers to a brother or sister, half brother or sister, adopted brother or sister, step brother or sister, or the child of the parent/carer's partner where the child for whom the school place is sought is living in the same family unit at the same address as that sibling.
where the child lives in a rural parish beyond the parishes mentioned in (ii) above - rural parish being defined as a place which has a parish council but no town council.
where the child lives in the towns of Devizes, Melksham, Trowbridge, Warminster, Westbury, Calne, Chippenham, Amesbury, or Pewsey or Salisbury, all of which have their own secondary schools.
other children not covered above
General
In the event that the school has met its admissions number within any of the above categories then priority for the final place will be given to the pupil whose permanent address is nearest to Lavington School, measured by a straight line from the child's home to the southern end of the school drive on an Ordnance Survey map. If two or more distances are found to be identical, we will cast lots to determine entry. The school will maintain a waiting list for those unsuccessful at the time of application, if requested by parents.
Parents have the right to appeal against any decision to refuse admission. Details of the procedure are available from the headteacher.
Applications for Year 7 in September 2012 must be made via the LA, using their forms available via primary schools. Parents can identify up to three schools, placing them in priority order. To be considered by those schools, application forms must arrive at County Hall by noon on 31st October 2011. Parents will be informed, where their children have a place, by the LA on 1st March 2012.
From September 2010 all applications must be made via the LA. However, application forms will be available both from the LA and the school.
Transport for pupils out of our area
The responsibility for getting pupils to and from school lies with the parents, for those who live outside our designated area. Bus services exist which currently serve most villages and Devizes but the school has no control over the times, cost or availability of seats on these services.
At Lavington School, the aim is for all students to fulfil their potential personally, academically and socially, developing self-respect, respect for each other and for the community. Therefore, all forms of bullying and harassment are considered unacceptable, and it is essential to ensure that all students are treated with dignity and respect, irrespective of gender, race, colour, nationality, ethnic or national origins, religion, disability, sexual orientation or age. All reported or suspected incidents of bullying will be investigated and appropriate action taken.
Definition of Bullying
Bullying can be defined “as deliberately hurtful behaviour, usually repeated over a period of time, where it is difficult for those bullied to defend themselves” from ‘Working Together to Safeguard Children’ HM Government 2006. Some young children confuse friendship issues with bullying. What characterises bullying is a wilful, conscious desire to distress, hurt, threaten or frighten someone. All forms of bullying are damaging to a person's well-being.
Bullying can take many forms but the three main types are:
Verbal bullying which includes: hurtful teasing, name-calling, mimicry, taunting, making threats, spreading rumours, racist, sexist or homophobic remarks.
Emotional bullying which includes isolating an individual from the activities and social acceptance of their peer group.
Physical bullying which includes: hitting, pushing, tripping someone, theft or hiding possessions.
Cyber bullying which includes sending e-mails or text messages containing insults, threats or images directly to other young people; or spreading hateful comments through social networking sites, other websites and online diaries (blogs).
Cyber Bullying
Whilst most cyber bullying takes place at home, the issues often come into school. The school has a responsibility to educate students about such bullying and to support students who are victims. However, parents are responsible for monitoring their children's use of the internet. Parents may wish to report Incidents of cyber bullying which take place out of school to the police.
Racist Bullying
Racist bullying is defined as ‘any incident which is perceived to be racist by the victim or any other person’ in the MacPherson Report 1999. Any incidents of racist bullying must be recorded in the Racist Incident Log. The Race Relations Act 2000 requires schools to promote race equality with requirements linked to anti-bullying policies.
Effects of Bullying
Bullying affects children and young people’s social and academic lives, and can have a long-term impact on a person’s health and well-being. It is a major cause of depression, which affects learning, attendance, achievement and has lasting effects through adulthood. It can lead to self-loathing and self harm and cause or contribute to eating disorders. The seriousness of these outcomes reinforce the fact that all bullying issues must be dealt with quickly and effectively.
Implementation of Policy
The Anti-Bullying Policy ensures that Lavington is both proactive (seeking to educate students and prevent bullying) as well as reactive (responding swiftly to any bullying issues) in its approach to bullying. This policy is also supported by the Anti-Bullying Charter.
Staff Responsibilities
The Governors (Students Committee) are responsible, in consultation with the Headteacher and Deputy Head (Students), for establishing the anti-bullying policy and for reviewing it at the appointed review date.
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 any bullying issues. They will monitor bullying issues across the whole school and offer support and training to deal with any bullying issues. They will also support anti-bullying strategies through assemblies.
The Deputy Head (Personal Development) is responsible for keeping up-to-date with bullying issues and strategies to support students, as well as liaising with students in co-ordinating anti–bullying work within school.
Pastoral Leaders are responsible for dealing with bullying matters within their school. They will also identify issues which arise in their year groups and seek appropriate support for staff and students. They are also responsible for including the maintenance of positive relationships and bullying in the schemes of work for PSHE and Citizenship.
Pastoral Support Managers are responsible for offering support within school for students whose emotional well-being is significantly affected by bullying, whether they be a victim or have been involved in bullying themselves.
All Staff are responsible for applying the school’s anti-bullying policy. Tutors will have a key role in supporting individual students. Staff will be expected to:
Take any accusation of bullying seriously, listening to the accusation/claim and informing the appropriate staff
Ensure appropriate records are kept (eg statement by student, logging incident onto Facility).
Liaising with parents and informing them of any actions taken
Encouraging students to speak out against bullying and helping to create a ‘zero-tolerance’ attitude to bullying
Monitor students so that signs of bullying can be spotted early.
Create an environment of openness and trust so that students feel that they will be treated seriously.
Students will be responsible for ensuring that they do not bully, or support the bullying, of any other student. If they experience, hear of or witness any bullying, they should pass on any concerns or information they have to a member of staff or a Peer Mentor. The Student Council and form reps will be consulted over any new anti-bullying strategies. Peer Mentors have a special role to play in dealing with bullying issues and offering support to both victims and bullies.
Other Agencies will be involved as appropriate. These may include Connexions, YPSS (Young People Support Service), the School Nurse, EMAS (Ethnic Minority Achievement Service), and the police.
Parents are responsible for informing the school if they are aware of any bullying issues in school. It is also important that they support any sanction given to a student who has bullied others. Parents can also help by dealing with any cyber bullying issues which are generated at home.
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 Behaviour Policy, the Exclusions Policy and the Rewards and Sanctions Policy, as well as the Anti-Bullying Charter.
Review cycle of policy
This policy will be reviewed by the Governors (Students Committee) every three years in accordance with the school’s annual cycle.
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 (Personal Development Committee) every three years in accordance with the school’s review cycle.
SANCTIONS TABLE
STAGE 1
TYPE OF BEHAVIOUR
POSSIBLE ACTIONS
WHO DEALS WITH IT
v General misbehaviour in class e.g. talking/distracting /etc
v Not completing homework
v Being late to school or lessons without good reason or more than once
v Incorrect uniform
v Lack of care for the environment e.g. eating in classroom or dropping litter
Reprimand and reminder of classroom expectations
Note in student planner
Break or lunch time detention
Brief time-out
Litter duty
TEACHER, TUTOR or TEACHING ASSISTANT
These problems are dealt with, there and then, by the member of staff involved.
STAGE 2
TYPES OF BEHAVIOUR
SUGGESTED ACTIONS
WHO DEALS WITH IT
v Continuing to misbehave in class e.g talking/distracting /etc
v Continued failure to complete homework
v Underachieving in class
v Continued lateness
v Incorrect uniform
v Lack of care for the environment e.g. eating in classroom or dropping litter
Complete pink incident sheet which will be logged on SIMS
Sent to Subject Leader or Pastoral Leader
Subject or Pastoral Leader detention
Contact home
Daily Report with Subject or Pastoral Leader
Community service
SUBJECT LEADER OR PASTORAL LEADER
These are more persistent problems which continue to recur. Behaviour issues in class are dealt with initially by the Subject Leader and poor behaviour in tutor time or out of lesson is dealt with by the Pastoral Leader.
STAGE 3
TYPES OF BEHAVIOUR
ACTIONS AVAILABLE
WHO DEALS WITH IT
v Continuing to cause significant problems
v A more significant incident e.g. extreme rudeness, fighting, bullying.
PL co-ordinate contact with parents
SLT involved as necessary
SLT detention
Internal exclusion
Fixed term exclusion
Support from external agencies
Pastoral Support Plan meeting
Parental meeting
PASTORAL LEADER OR SENIOR LEADERSHIP TEAM
At this stage the response of the school alone is not sufficient, and parents and other agencies are involved to help try to resolve issues.
STAGE 4
TYPES OF BEHAVIOUR
ACTION TO BE TAKEN
WHO DEALS WITH IT
v Dangerous or violent behaviour
v Very anti-social behaviour towards other students or staff
v Drug issues
v Aggressive language e.g. deliberate swearing, threats
Staff to contact Main Office for a member of the Senior Leadership Team to remove student. This is likely to result in a more severe sanction such as internal exclusion, fixed term or even permanent exclusion.
SENIOR LEADERSHIP TEAM
These are the major incidents which go beyond the bounds of acceptability. They may be one-off incidents or be the ‘last straw’ but must be dealt with immediately.
1. We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations in relation to disability, ethnicity, sex (gender), religion/belief, sexual orientation, gender identity (and as relevant, pregnancy/maternity, and in relation to employment; age and marriage/civil partnership).
2. We recognise and act on all opportunities to promote community cohesion.
3. We recognise that these duties and intentions reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.
4. In fulfilling the legal obligations and our intentions cited above, we are guided by eight principles:
Principle 1: All learners are of equal value. We see all learners and potential learners, and their parents and carers, as of equal value: • Whether or not they are disabled • Whatever their ethnicity, cultures, national origin or national status • Whatever their sex (gender) • Whatever their gender identity • Whatever their religious or non-religious affiliation or faith background • Whatever their sexual orientation
Principle 2: We recognise and respect difference. Treating people equally (Principle 1, above) does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate but must nevertheless take account of differences of life-experience, outlook and background, and in the kinds of prejudice that people may face.
Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging. We intend that our policies, procedures and activities should promote: • Positive attitudes towards disabled people, good relations between disabled and non-disabled people, and an absence of harassment of disabled people • Positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status, and an absence of prejudice-related bullying and incidents • Mutual respect and good relations between boys and girls, and women and men, and an absence of sexual, homophobic and gender identity based harassment.
Principle 4: We observe good qualities practice in staff recruitment, retention and development. We ensure that policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development.
Principle 5: We aim to reduce and remove inequalities and barriers that already exist. In addition to avoiding or minimising possible negative impacts of our policies, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist.
Principle 6: We consult and involve widely. We engage with a range of groups and individuals to ensure that those who are affected by a policy or activity are consulted and involved in the design of new policies, and in the review of existing ones. As appropriate, we consult and involve groups and individuals.
Principle 7: Society as a whole should benefit. We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of all groups and individuals.
Principle 8: Objectives We formulate and publish at least every four years, specific and measurable objectives, based on the evidence we have collected and the engagement in which we have been involved. The objectives which we identify take into account national and local priorities and issues, as appropriate.
5. We recognise that the actions resulting from a policy statement such as this are what make a difference.
6. We revisit our equalities action plan annually within the framework of the overall school improvement plan and processes of self-evaluation.
7. We keep our equality objectives under review and report annually on progress towards achieving them.
The Curriculum
8. We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the relevant principles set out in paragraph 4 above.
Ethos and organisation
9. We ensure the relevant principles listed in paragraph 4 above apply to the full range of our policies and practices, including those that are concerned with:
• Students' progress, attainment and achievement • Students' personal development, welfare and well-being • Teaching styles and strategies • Admissions and attendance • Staff recruitment, retention and professional development • Care, guidance and support • Behaviour, discipline and exclusions • Working in partnership with parents, carers and guardians • Working with the wider community
Addressing prejudice and prejudice-related bullying
10. The school is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties referred to in paragraphs 1 – 3:
• Prejudice around disability and special educational needs • Prejudice around racism and xenophobia, including that directed towards religious groups and communities, for example anti-Semitism and Islamophobia, and those that are directed against Travellers, migrants, refugees and people seeking asylum • Prejudice reflecting sexism and homophobia • Prejudice against gender identity issues 11. There is guidance in the staff handbook on how prejudice-related incidents should be identified, assessed, recorded and dealt with.
12. We take seriously our obligation to report regularly to the local authority about the numbers, types and seriousness of prejudice-related incidents at our school and how they are addressed.
Roles and responsibilities
13. The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and action plans are implemented.
14. The Personal Development Group of the governing body has a watching brief regarding the implementation of this policy.
15. The Headteacher is responsible for implementing the policy; for ensuring that all staff are aware of their responsibilities and are given appropriate training and support; and for taking appropriate action in any cases of unlawful discrimination. 16. The Deputy Headteacher (Personal Development) hasday-to-day responsibility for co-ordinating implementation of the policy.
17. All staff are expected to: • Promote an inclusive and collaborative ethos in their classroom • Deal with any prejudice-related incidents that may occur • Plan and deliver curricula and lessons that reflect the relevant principles in paragraph 4 above • Support pupils in their class for whom English is an additional language • Keep up-to-date with equalities legislation to their work.
Information and resources
18. We ensure that the content of this policy is known to all staff and governors and, as appropriate, to all students and their parents and carers.
19. All staff and governors have access to a selection of resources which discuss and explain concepts of equality, diversity and community cohesion in appropriate detail.
Religious observance
20. We respect the religious beliefs and practice of all staff, students and parents, and comply with reasonable requests relating to religious observance and practice.
Staff development and training
21. We ensure that all staff, including support and administrative staff, receive appropriate training and opportunities for professional development, both as individuals and as groups or teams.
Breaches of the policy Breaches of this policy will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by the Headteacher and governing body.
Monitoring and evaluation
23. We collect, study and use quantitative and qualitative data relating to the implementation of this policy, and make adjustments as appropriate.
24. In particular we collect, analyse and use data in relation to achievement, broken down as appropriate according to disabilities and special education needs; ethnicity, culture, language, religious affiliation, national origin and national status; and gender.
Date approved by the Governing Body: 6th February 2012