Dunluce School: Positive Behaviour Policy, October 14
What is Positive Behaviour?
Schools which promote positive behaviour actively emphasise
 Positive rather than negative statements and outcomes
 Motivating, acknowledging achievement and celebrating success
 Equipping students with the skills needed for success
 A positive attitude and determination to achieve
Why will having an effective Positive Behaviour Policy be beneficial?
A strong agreed policy, consistently applied by everyone will enable Dunluce School to
promote:
 A strong reflective ethos and a positive, caring, listening culture, that drives and motivates
not just staff and pupils but also parents/carers and the wider community served by the
school
 A culture of high aspiration and achievement, where every person is cared for, supported
and encouraged to reach his or her full potential and where progress and achievement is
acknowledged and celebrated
 Effective pastoral care processes which support pupils’ learning, safeguards their welfare,
promotes personal development and achievement
 A whole-school climate that develops pupils’ self-confidence and self-esteem promoting
independent thought and expression.
 An atmosphere where all feel respected, secure, welcome and valued
 Development of effective positive interventions which help remove or reduce barriers to
learning
 Effective participation, engagement and high quality teaching and learning
 An effective self-assessing and evaluating culture
This draft whole-school policy has been drawn up in consultation with the following stake
holders: the pupils (School Council), staff, teaching and non-teaching, parents/carers, and
Governors.
The policy once ratified will be reviewed annually and a report on the findings presented to the
Board of Governors.
1
The Statement of Principles outlined below has been agreed by staff, Governor representatives,
and by members of the School Council.
Behavioural
Underpinning Principles
All members of our school community - pupils (registered
and visiting), parents/carers, governors and teaching and
non-teaching staff – will consistently:
-
-
Behave respectfully at all times
Treat everyone fairly and equally
Model positive behaviour at all times
Acknowledge & praise acceptable behaviours
Appropriately challenge unacceptable behaviours and
provide support
Have their views sought, as part of the on-going
consultation process
Act as ambassadors for the school (e.g. school trips, work
placements, sports events, journeys to and from school,
etc.)
Be considerate towards the learning needs of each
individual
Appropriately participate and engage in the life of the
school and its decision–making processes
Maintain a safe and secure environment for all
Promote these shared behavioural principles
Underlying Values
 Respectful
 Achieving
 Fair
 Caring
 Supportive
 Consultative
 Participative
 Inclusive
 Reflective
 Safe
 Secure
 Celebratory
 Listening
MISSION STATEMENT
Dunluce School aims to be a self-evaluating and self-reflective school and as a result of this ongoing process we aim to:Create and maintain an ethos of high quality teaching and learning, supported and
underpinned by…

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



Enabling optimum development of the whole person – personally, socially, physically,
professionally, academically, morally and spiritually.
Meeting the needs and aspirations of all members of the Dunluce community
Developing a culture of mutual respect and creating an environment where every member
has a voice.
Instilling in all a sense of belonging, encouraging all to show responsibility and care for
the school, the local community and the environment.
Building the self-confidence and self-esteem of all in our school community.
Providing an accessible curriculum and an inclusive environment for all
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08/02/2016
POSITIVE BEHAVIOUR POLICY AIMS TO :
Promote
positive
attitudes
POLICY OUTCOMES
Positive attitudes will be promoted through:
 The development of ” A can-do” culture of aspiration and achievement in which
everyone feels valued and can achieve their potential
•
•
Acknowledging and rewarding pupils for their effective learning behaviour
Acknowledging and celebrating success in meeting the high standards set for
example in attendance, participation and uniform
EVIDENCE TRAIL
Throughout the school positive attitudes are
evident in the
 High standards of attendance, uniform
behaviour and participation
 The clear focus on achievement and
acknowledgement of success
 Celebratory culture
•
•
•
•
•
•
Attendance statistics
Uniform scoops
Celebration assemblies
Classwide reward records
Audits - Baseline and reward
audits
Minutes – staff. Dept.
Governors, school Council
Reduce
unacceptable
behaviour
Unacceptable behaviour will be reduced through:
 Early identification of those pupils whose unacceptable behaviour regularly
hinders their own and other’s learning
 Implementing Support Reports and Individual Behaviour Plans to assist pupils
reduce and/or remove behaviours which block learning
 Consistent use of rewards and sanctions to both motivate and reinforce acceptable
behaviour
 Differentiation to enable all to achieve at an appropriate level
Reduction of unacceptable behaviour is is
achieved through the consistent operation of a
whole-school
 Support pathway based on targeted
Individual Education Plans
 Classwide hierarchy of rewards & sanctions
to motivate and deter
 Referral /Incident Sheets
 Dept/Head of Year detentions, time out etc
•
•
•
•
Create
sound
relationships
Sound relationships will be promoted through:
 Establishing a set of greed class values which promote mutual respect and reduce
opportunities for conflict.
 Creating an environment that is welcoming and well maintained
 Increasing the pupil voice and their role in the decision making process.
Sound relationships exist and evident in
 the active involvement and participation of
all members of the whole-school
community – pupils, staff(T/NT), parents,
carers and Governors
A welcoming environment is created and evident
in well-maintained classrooms and in the clean
and well-kept school environment
Attendance at
• Parent/Teacher interviews
• School events
• PTA meetings
• Governor’s meetings
An effective learning environment is evident
through implementation of the :
• Class plan for learning in every classroom.
• Support provided for pupils who find
difficult to comply with learning rules
• Reward system to encourage and
acknowledge those pupils who respond
positively to the agreed class plan
• Bright stimulating classroom displays which
reflect current topics and celebrate pupils
work
•
•
•
•
•
Create and
maintain an
effective
learning
environment
An effective learning environment will be promoted through staff consistently:
 Establishing an agreed class plan for learning in every classroom
 Acknowledging and rewarding those pupils and classes who effectively work to
the plan and meet the agreed learning behaviours
 Promoting co-operation and participation in every classroom
 Modelling mutual understanding and a restorative ethos
 Ensuring clear channels of communication are developed & maintained
 Meeting the needs and aspirations of all members of the Dunluce community
 Promoting well- being – physical & emotional safety for all
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IBPs
HOY. records (SIMS)
Incident /sanction record sheets
Classwide Reward Sheets
Classroom displays
Updated school notice boards
•
PRSD
Audits
Classroom checklists
IEP reviews
Rewards for achievement and
positive behaviour
Class tests
08/02/2016
The Class Plan for Learning:
An effective Positive Behaviour Policy will create and maintain an “ethos of aspiration and
high achievement”
The creation of a positive ethos is achieved through the development and consistent
implementation of an agreed class plan for learning in every classroom see diagram below.
2
Rights &
Responsibilities
1
Values
5
Rewards &
Sanctions
CLASS
PLAN FOR
LEARNING
4
Rules
& Routines
3
Learning
Behaviours
To draw up the Class Plan for Learning Form Teachers worked with their pupils to
agree:
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

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A set of class values which will promote an attitude of mutual respect and
reduce opportunities for conflict
Everyone’s rights and responsibilities
The desirable learning behaviours which will facilitate effective learning and
teaching when consistently implemented in every class
The rules and routines needed to create and maintain a well ordered,
purposeful learning environment
A system of agreed rewards which when consistently applied in every
classroom will acknowledge and reward those pupils who implement the
agreed learning behaviours
A system of agreed sanctions which when consistently applied in every
classroom will be used to deter unacceptable learning behaviours
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08/02/2016
SUPPORTING LEARNING: The Class Plan below has been agreed and implemented in every classroom
2
Shared Rights
In Dunluce
everyone has a right
to:
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









Learn
Be taught
Teach
Achieve
Challenge, be
challenged &
supported
Take part
Have needs
recognised
Feel valued
Be safe,
emotionally and
physically
Be heard
Be treated with
respect
Our shared
classroom values:
Shared Responsibilities
In Dunluce everyone has a
responsibility to:
 Be on time
 Follow agreed rules
 Allow everyone to learn
without interruption
 Come fully equipped and
prepared for work
 Learn from mistakes
 Take responsibility for
our actions
 Contribute positively to
the learning process
 Meet agreed deadlines
 Address individual needs
 Behave in a respectful
way to others
 Listen to others
 Keep everyone safe
 Be honest
AGREED BEHAVIOUR FOR
OUR RULES FOR
LEARNING
LEARNING
We will:
 Come fully equipped to class
 Arrive to class on time
 Listen to and follow instructions
 Work co-operatively within a
team
 Stay on task
 Complete work within the given
time
 Engage with and participate
reflectively in classroom
activities
 Ask relevant questions to enrich
the learning experience
 Acknowledge and celebrate
success
 Respect our own property and
that of others
 Maintain a high standard of
work
Choices
and
Consequences
1.
2.
Arrive on time
Bring the correct
equipment
3. Listen when someone
is talking
4. Follow instructions,
5. Stay focused on your
work
6. Work to the agreed
standard
7. Ask for help
8. Meet deadlines
9. Keep hands, feet,
objects and unkind
words to yourself
10. Keep the safety rules
Rewards and
Sanctions
u
p
p
o
r
t
Implementing our plan for learning in every classroom creates a:
Listening, Respectful, Caring, Reflective, Safe, Secure, Achieving, Fair, Celebratory, Inclusive, Consultative,
Participative and Learning Zone for everyone.
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08/02/2016
HIEARARCHY OF REWARDS & SANCTIONS FOR LEARNING
BEHAVIOURS
R
E
W
A
R
D
S
&
S
A
N
C
T
I
O
N
S
Frequency/score criteria
Learning Behaviours
*
Classwide Reward Points
3 Points
The class which almost always
chooses to follow the learning
behaviours: (80%+)
 Arrive on time
 Bring the correct
equipment
2 Points
The class which more of the time
chooses to follow the learning
behaviours: (60-80%)
 Listen when someone is
talking
 Follow instructions,
 Stay focused on your work
1 Point
 Work to the agreed
The class which occasionally chooses
to follow the learning behaviours: (45standard
60%)
 Ask for help
Individual sanctions
Mild: The pupil who rarely chooses to
follow the learning behaviours: (2545%)
Moderate: The pupil who very rarely
chooses to follow the learning
behaviours: (10-25%)
 Meet deadlines
 Keep hands, feet, objects
& unkind words to yourself
 Keep the safety rules
High: The pupil who almost never
chooses to follow the learning
behaviours: (Less than 10%)
 Staff award points according to the overall performance of the class in maintaining
effective Learning Behaviours
 Individual sanctions are given to those pupils who do not maintain the learning
behaviour but rather choose to disrupt the learning for themselves and others in
the class
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08/02/2016
Time
Learning
Behaviour
Week 1
Arrive
on
time
Stay
focused
on your
work
Rewards System – Half Termly Class Learning Behaviour Monitoring Sheet
Week 2
Week 3
Week 4
Week 5
Week 6
Arrive
on
time
Stay
focused
on your
work
Bring the
correct
equipment
Follow
instructions
Bring the
correct
equipment
Follow
instructions
Listen
when
someone
is
talking
Ask
for
help
Listen
when
someone
is talking
Ask
for
help
Week 7
Meet
deadlines
Keep safety
rules
8CL
8CP
8ML
9LD
9SC
9LS
Points Awarded3____________
:
3____________
2__________________
1
Scoring:
_____________
__2________________________________
1_______________________
Most
Least
Most of the class comply
Few in the class comply
Level of Class Compliance Level of 45%
80%+ 80%+
Class Compliance
Under 35%
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08/02/2016
CLASSWIDE SCORING: Points are awarded on the degree of the overall level of CLASS compliance with the agreed learning rules
3 points awarded to the class at end of a period if most in the class (80% and over) chose to comply with the selected learning rule
2 points awarded to the class at the end of the period if more of the class than not (55% and over) chose to comply with the selected learning rule
1 point awarded at the end of the period if only some of the class (35% and under) chose to comply with the selected learning rule
Class Score Sheet
Class Teacher:
Subject Teachers
 Complete the class sheet at the end of each period
 At the end of the day send overall class totals to the appropriate form teacher
Date:
Arrive on
time
Stay
focussed
on work
8ML
3
2
8CP
2
1
8CL
2
1
1
3
Class
Form Teachers  Update class chart daily – praise achievement; discuss & agree what can be improved and how;
promote competition with other classes within the year group
 Log weekly totals gained on Weekly Monitoring Sheet
 Send completed weekly sheet on Friday to Head of Year
Heads of Year/Principal
 Update classes re points in assemblies
 Record points earned on the half-term sheet
Classwide rewards are distributed in Assembly on a half-termly and termly basis to the leading class in each Year group (Y8-10)
 A glass paperweight together with a box of sweets is awarded to the top class in each year group on a half/termly basis
 At half-term each class will be presented with a classwide certificate outlining their learning strengths and indicating areas for
improvement
 Annually the highest scoring class in each year group is awarded a class day trip
SANCTIONS
Individual sanctions are applied as deterrents when pupils non-compliance with the learning behaviours is holding the class back from achieving
the highest score. To ensure consistency and fairness a stepped hierarchy of class sanctions has been drawn up based on the frequency of noncompliance. Pupils experiencing difficulty are provided with targeted support to increase frequency of compliance.
The table below illustrates the sanctions together with the support interventions available.
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08/02/2016
MILD SANCTIONS
Pupil for e.g. who rarely
chooses to:


Listen
Head of
Year/
Dept.
Principal/
VP
MODERATE SANCTIONS
Pupil for e.g. who very rarely
chooses to:




Listen
Listen
Follow instructions
Follow instructions
Follow instructions
Low Frequency Sanctions
Class
teacher
SEVERE SANCTIONS
Pupil for e.g. who almost never chooses
to:
Medium Frequency Sanctions
High Frequency Sanctions
 The look, name and
appropriate hand signal
 Quiet conversation
 Rule reminder
 Verbal warning
 Moved seat
 Quiet conversation
 Rule reminder
 Break/lunch detention
 Note in dairy
 Extra work to complement or
reinforce current studies
 Break/lunch detention
 Arranged recorded time out of class with
another member of staff – max 10 mins
(***)
 Referral to Head of Year/Dept.
 Telephone call home
 After school detention
(Wednesday/ Thursday)




 Placed in internal suspension for
a set period of time
 Parent interview
 Referral to Principal
 Placed in internal suspension for a set
period of time
 Parent interview with class teacher in
attendance as appropriate
 Restriction of access to extra-curricular
activities for a set period
 Referral to Vice Principal
 Permanent withdrawal of privilege
 Suspension by Principal
 Expulsion
Quiet conversation
Rule reminder
Break/lunch detention
Telephone call home
SUPPORT
INTERVENTIONS
Pupils who have been
identified as having significant
difficulty in maintaining
effective learning behaviours
will receive targeted support
through one or more of the
following interventions.
Targets will be tracked,
monitored and reviewed.
Outcomes will be monitored
and the effectiveness of the
strategies evaluated
 Learning Behaviour Support
Sheet (CoP; stage 1)
 Pink Behaviour Support
Sheet (SEN CoP: stage 2)
 Risk Reduction Plan
 Blue Behaviour Support
Sheet (SEN CoP: stage 3)
 External support agencies
e.g. Ed. Psych.
 Risk Reduction Plan
Staff will:
 Give appropriate consideration to individual circumstances before applying sanctions – E.g. behaviour arising from a ‘statemented’ condition such as Asperger’s,
ADHD; family circumstances etc. as appropriate.
 Through dialogue/conversation promote reflection and restoration.
 Record, track and monitor sanctions. The information generated will be used by HOY to identify pupils who in consult6ation with the SENCo would benefit from
early intervention
 Seek to reduce unacceptable behaviours by implementing and monitoring appropriate support interventions e.g. Support Sheet, Individual Behaviour Plan
(Pink/Blue Behaviour Support sheets) and/or Risk Reduction Plan where appropriate.
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08/02/2016
ROLES and RESPONSIBILITIES
All members of
Dunluce School
Ccommunity will
Pupils
Staff teaching and
non-teaching will
Heads of
Dept/Year
 Monitor,
track and
review pupil
behaviour
and progress
 Participate fully in
the consultation and
decision-making
processes
 Will attend school
every day and on
time.
 Provide a warm
welcoming and safe
environment
 Participate actively
in the life of the
school
 Come to school
fully equipped for
work
 Treat others fairly
and with respect
 Complete work on
time
 Create and maintain
an effective
learning and
teaching
environment
 Actively contribute
to the evaluation
process
 Work
collaboratively to
reduce barriers to
learning
 Consistently apply
the Positive
Behaviour Policy
 Reaffirm the
positive school
ethos
 Celebrate
achievement and
success
 Refer pastoral
concerns to Form
Teacher/HOY
 Respect school
property and that of
others
 Involve
parents/carers and
children in key
decisions about
their educations
 Keep the agreed
learning behaviours
and house rules
(Pupil Diary)
 Communicate
concerns promptly
 Take responsibility
for behavioural
choices
 Respect others and
their right to learn
 Respect the teachers
responsibility to
teacher
 Follow the agreed
Class Plan for
Learning
 Liaise with
SENCo,
parents/carer
s and VP
VP/SLT
Principal
 Monitor and
review policy
outcomes
 Regularly
update
Governors
 Carry out baselining audits
 Present
Annual
Behaviour
Report to
Governors
 Communicate
with pupils,
staff and
parents/carers
 Monitor and
review
behaviour and
progress
 Ensure
positive
behaviour is
being
promoted
 Ensure base
line audits
are carried
out, feedback
is given and
appropriate
action is
taken
 Respond sensitively
to concerns
 Utilise the agreed
Class Plan for
Learning
 Manage
suspensions
and/or
expulsions in
accordance
with DE
guidelines
 Record and monitor
behaviour
To enable everyone to carry out their responsibilities the following support will be provided:
• Suitable staff development in classroom management techniques
• Suitable training for non-teaching supervisory staff
• Effective links with the home, cares and outside agencies
• Early identification of learning difficulties which may present as, or lead to, behaviour problems
10
Governors
SENCo
LSAs
Parents/
carers
 Safeguard the welfare
of all pupils
 Support pupils
having
difficulty
complying with
learning
behaviours
 Support
individu
al pupils
Ensure that pupils
 Attend and on
time
 Come to school
fully equipped for
work
 Complete
homework on
time
 Respect school
property and that
of others
 Keep the agreed
learning
behaviour s and
house rules (Pupil
Diary)
 Take
responsibility for
their behavioural
choices
 Ensure that policies
for the Promotion of
Positive Behaviour,
Use of Reasonable
Force and Antibullying are in place
and delivered
 Make and keep under
review the written
Statement of
Principles
 Ensure that
consultation takes
place
 Ensure that
suspensions and/or
expulsions comply
with current
regulations
 Ensure that the
prevention of bullying
be specifically
addressed
 Support staff,
LSAs and
parents/carers,
 Liaise with
external
agencies
 Monitor and
review
IBP/IEPs
 Refer
concerns
to Form
Teacher/
HOY
and
SENCo
Make every effort
to:
 attend parent
evenings
 respond quickly
to concerns raised
by the school
 Support staff
08/02/2016
COLLECTION OF EVIDENCE/DATA: CALENDAR
POLICY
OUTCOMES
Promotion of
positive
attitudes
WHAT
Tracking
Attendance
WHEN
Ongoing
Classwide Rewards (Y8- Half-termly
10)
November &
Audits:
May (Google Docs)
 Behaviour Policy
WHO
EVIDENCE FOR
ANNUAL REPORT TO
GOVERNORS
VP/HOY
SIMS (A.M.)
Attendance prizes
Tel. record sheet
D.P.
Classwide records
School website
D.P.
SLT mins - Responses
& follow-up actions
 Rewards and
Sanctions
Reduction in
unacceptable
behaviour
HOY/SENCo records
 Incident referrals
Half Termly
J.McB
D.P
 Behavioural referrals
(Stages 1-3)
Creation of
sound
relationships
Creation and
maintenance
of an effective
learning
environment
 School Council
Agendas
September &
May
 SIMS records
 HOY minutes
 SBCT minutes
VP
 Support sheets
 IBPs
 Suspensions figures
L.S
 School Council
Mins
 Attendance records
 BOG mins
Termly
 Parent Participation
at parents’ meetings,
in-school/ community
events/initiatives etc.
Principal
Consistent
Half-termly
implementation of the
Class Plan for Learning
to effect:
 Less interruption to
teaching
 More effective
engagement and
participation in class
 Reduction in barriers
to learning
11
All staff
DP to
collate
info
 Class evaluation
pro-formas
(staff/pupils)
 Three assessment
windows