MANCHESTER
COMMUNICATION ACADEMY
BEHAVIOUR POLICY
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Contents
Introduction
3
Academy aims
4
Behaviour guidelines
5
Rewards and sanctions
6
Management of learning spaces
7
Monitoring systems
7
Student Behaviour outside MCA
7
Monitoring, evaluation & review
9
Anti-Bullying
10
Appendix 1: A summary
18
Appendix 2: BfL Manual
separate document
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Introduction
The Academy Governors, Principal, Vice Principals and staff seek to create a culture within
Manchester Communication Academy which ensures that the students develop into mature,
decent human beings fully equipped for learning, work and life. It is also recognised that the
wider society expects acceptable behaviour as an important outcome of the educational
process.
The Academy Behaviour Policy will pay heed to the national guidance found at;
http://www.teachernet.gov.uk/wholeschool/behaviour/schooldisciplinepupilbehaviourpolicies/
The Academy as a learning community is committed to ensuring success for all. This means
that in all work with young people we will aim to ensure that they;
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Achieve their potential and enjoy their learning
Achieve economic well being
Stay healthy
Stay safe
Make a positive contribution to the school, the community and the wider world.
Manchester Communication Academy is committed to working in partnership with other
stakeholders in the students in order to ensure they are practised in the continual, consistent
and intense communication of the organisational beliefs, values and norms with regard to a
range of positive and healthy behaviours.
The Academy will promote standards of behaviour based on the organisational values
shared with the main sponsor BT:
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Straightforward
Inspiring
Heart
Trustworthy
Helpful
This policy is comprehensively implemented through the MCA Behaviour for Life Programme
(Appendix 2: BfL) and is linked to a range of connected policies and initiatives, chiefly the
Anti-Bullying Policy and Exclusions Policy.
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Academy Aims
Manchester Communication Academy is a caring and positive place of learning governed by
three school rules (norms):
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Put your learning first before everything else
Respect the building and everybody in it
Follow the instructions of the MCA staff team
Higher standards of achievement will result from a more effective environment for learning,
supported by high standards of teaching which meet the needs of all individuals. As
individuals, all students are entitled to their rights whilst at the same time having
responsibilities to ensure the following:
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The right to be safe, valued and respected — free from disruptive violence, bullying and
any form of harassment
The right to work and learn
The right to be seen as an individual
To enable a clear, consistent and agreed approach towards successful behaviour
management, all students have the responsibility to ensure that they understand the rules,
behave appropriately and fully understand the consequences and rewards resulting from the
decisions and actions they take. Positive achievement is encouraged at all times with a
whole range of rewards to recognise effort and achievement.
The Academy wishes to promote the partnership between staff, students and parents /
carers to develop good relationships and have high expectation. To these ends, we are
committed to ensure that the Academy has:
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A home-school agreement agreed by staff, parents and students
A set of clearly defined rules and procedures
An agreed system of rewards and sanctions
A systematic approach to disciplinary matters
Bullying is always taken seriously and will not be tolerated. We will also ensure there is fair
treatment for all.
To meet these aims the Academy will recognise the ten key aspects of practice outlined in
the Steer Report 2009 that, when effective, contribute to the quality of pupil behaviour:
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School leadership
A consistent approach to behaviour management, teaching and learning
Classroom management, learning and teaching
Rewards and sanctions
Behaviour strategies and the teaching of good behaviour
Staff development and support
Pupil support systems
Liaison with parents and other agencies
Managing pupil transition
Organisation and facilities.
The Principal ensures the BfL programme secures:
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Good behaviour and respect.
An absence of bullying
Student progress
Excellent conduct
The Principal ensures that BfL training is available for all staff.
Behaviour Guidelines
All staff, students and stakeholders will follow the guidelines in the MCA BfL programme and
in particular:
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Students, with the support of parents/guardians, will attend the Academy on time.
Students are required to attend all timetabled lessons unless written permission is
obtained from the appropriate member of staff
Academy uniforms will be correctly worn.
Students will maintain a good standard of personal presentation.
Students will ensure they have the required equipment to carry out their learning tasks.
Students will complete assignments and homework on time.
Teachers have the right to teach.
Students have the right to learn.
Everyone has the right to be treated with respect and dignity.
When given the opportunity, students will be encouraged to participate fully in the
Academy’s extended provision
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Rewards and Sanctions
The BfL programme clearly articulates the expectations for student behaviour. Rewards and
sanctions will only be applied to behaviour which, in the case of rewards, exceed those
expectations, or, in the case of sanctions, falls below the same. The rewards and sanctions
are fully outlined in the BfL Manual
The Academy operates the following hierarchy of rewards and sanctions to support positive
behaviour.
Rewards
Informal:
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Praise
Postcards, text messages and phone calls home
Progress Group Rewards
Subject Area Rewards
House Rewards
Formal:
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Challenge 100
Golden Ticket Awards
BLAST Bank
Sanctions
Informal:
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Correction
Discussion
Relocation
Informal referral to another staff member
Break/Lunch detention
Email Progress Leader
Warning
Study Plus
SIMS Report (all sanctions recorded
Operation OYC
Referral to Area Leader/Director/HoH for Isolation
Referral to BST by HoH for The BIG
They plan, implement & evaluate individual IBPs for students identified by the HoH
(The BIG)
Progress discussed by BST monthly
The BST responds on a daily basis to all incidents of repeated refusal to follow
instruction, bullying, assault & truancy
This activity is recorded on SIMS as Management Action
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Formal:
The formal procedure is only used when all informal measures have been exhausted or in
the case of a serious incident
The formal procedure is organised in the following way:
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Detailed report
Meeting with parent/carers
Consultation with support agencies/professionals
PSP agreed & implemented
Monitoring report
Final evaluation
Further action agreed/implemented from a range with permanent exclusion as the final
stage
Management of learning spaces
The Academy recognises that management of learning spaces and teaching methods play
an important role in influencing student behaviour. The learning environment offers a clear
and visible message as to how students’ efforts are valued. The relationship between the
teacher and student, strategies for encouraging good behaviour, arrangements of furniture,
access to resources and displays all have a bearing on how students behave.
Monitoring Systems
The BfL programme is consistently applied by all MCA staff without exception. There is
great emphasis on tracking and data analysis. There are key groups who monitor the
student behaviour rigorously. These are the Progress Leaders; the Area Leaders; the
Heads of House; the OYC team and the BST
Student behaviour outside MCA
MCA also sets expectations for positive behaviour off the Academy site. This includes
behaviour on activities arranged by the Academy, such as:
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work-related learning placements, educational visits and sporting events
behaviour on the way to and from the Academy
behaviour when wearing Academy uniform in a public place.
Criteria for regulating off-site behaviour:
The Academy will act reasonably both in relation to expectations of student behaviour, and
in relation to any measures determined for regulating behaviour by students, when off the
Academy site and not under the lawful control or charge of an Academy staff member. The
Academy will decide what to take into account in deciding whether a rule or sanction in a
particular case is reasonable. The following factors will be taken into account (which may not
all apply to every incident):
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The severity of the misbehaviour.
The extent to which the reputation of the Academy has been affected.
Related to this, whether the pupil(s) in question was wearing Academy uniform or was
otherwise readily identifiable as a member of the Academy
The extent to which the behaviour in question would have repercussions for the orderly
running of the Academy, and/or might pose a threat to another student or member of
staff (e.g. bullying another student or insulting a member of the staff).
Whether the misbehaviour in question was on the way to or from the Academy, outside
the Academy gates, or otherwise in close proximity to the Academy.
Whether the misbehaviour was whilst the student was on work related placement, taking
part in a further-education course as part of an Academy programme, or participating in
a sports event with another Academy or school (i.e. when the student might be expected
to act as an ambassador for the Academy), which might affect the chance of
opportunities being offered to other students in the future.
Objectives for regulating offsite behaviour
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to maintain good order on transport, educational visits or other placements such as work
experience or college courses
to secure behaviour which does not threaten the health or safety of students, staff or
members of the public
to provide reassurance to members of the public about care and control over students
and thus protect the reputation of the Academy
to provide protection to individual staff from harmful conduct by students of the Academy
when not on the site.
Many extended school activities take place on Academy premises. Behaviour during such
activities may be dealt with in the same way as for any other on-site activity. It would be
logical to deal with behaviour during off-site extended school activities which are not
supervised by Academy staff in the same way as behaviour during further-education college
or work-experience placements.
Communicating the rules on behaviour out of school:
MCA works with transport providers ensure good behaviour on public transport.
The Academy discusses policies relating to offsite behaviour with local groups such as
Neighbourhood Watch, retail staff, street wardens and police to establish clear
communication routes and operational strategies. This is often an effective way to manage
complaints by individuals in the community.
The Academy, through standard communication routes, communicates how parents can:
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report poor offsite behaviour of specific types by students
be assured that close liaison as necessary with neighbourhood police teams or other
agencies, such as transport providers, can deal with the issues.
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Anti-Bullying
The ethos of Manchester Communication Primary Academy is a vital component in
achieving our intended outcomes. It describes the expected behaviours and attitudes of
children, staff, parents and other partners. These behaviours and attitudes are a
manifestation of our values. The ethos will influence all decision-making, school
organisation and the educational experience. As such, the ethos, and the behaviours
and attitudes underlying it, need to be agreed and owned, clearly articulated, consistently
modelled in practice and systematically nurtured.
The ethos is derived from the Academy’s single-minded commitment to achieving:
• High standards of achievement for all
• Experience of success
• Effective personal and social development and relationships
• Children’s’ growing independence and fulfilment of their personal and social
development, so that they are fully prepared for living and working in a 21st century
global society
• Securing the five outcomes for all young people set out in Every Child Matters.
This Academy will promote and nurture an ethos which is based on an enduring set of
values, agreed with children and staff so that the Academy:
• Places the learner at the centre, such that all decisions, structures, processes and
support systems are derived from a clear analysis and understanding of learners’ needs,
and are tailored and personalised to meet them
• Places great value on care, support and safety
• Is inclusive of all, unconditionally
• Encourages respect, tolerance and the celebration of the richness of diversity
• Make a positive contribution to the school, the community and the wider world.
Bullying, in whatever form detrimentally affects the ability of our children to achieve these
statements and will not be tolerated in any form, or to any degree.
The Academy intends to implement an anti-bullying policy that reflects the aims and
policies of the DCSF reflected in, ‘Don’t Suffer in Silence’, an anti-bullying pack for
schools www.governor.co.uk . This complies with the Human Rights Act 1998 and Race
Relations (Amendment) Act 2000 and `Safe to Learn: Embedding Anti- bullying work in
Schools’
(2007)
The
full
guidance
can
be
accessed
at:
www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/safetolearn
This policy should be read in conjunction with the DCSF guidance:
‘Preventing and Tackling Bullying’ - Advice for headteachers, staff and governing bodies
March 2014 and ‘Tackling Bullying of Children with SEN and Disabilities’ - Guidance for
schools on tackling bullying involving children with SEN and disabilities published in May
2008. This can be found at:
http://www.teachernet.gov.uk/_doc/12626/7655-DCFS-Anti-Bullying.pdf
Key objective:
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We will work hard to ensure that bullying plays no part in our community by proactively
working with all children, their families and our staff to eradicate it and promptly dealing
with all reported incidents.
Links to other Academy policies:
This policy should be read in conjunction with other policies on Behaviour, SEN
safeguarding and Equal Opportunities.
Purpose of this policy:
This policy will provide clear guidance for all on dealing with incidents of bullying
Bullying manifests itself in a number of ways:
• Physical e.g. Assaulting a person or damaging their property
• Verbal. e.g. Name calling or teasing
• Indirect e.g. damaging the reputation or character of the victim, or socially excluding
them from games or conversation.
• Cyberbullying e.g. Texting, e-mails or other digital communication, e.g. Chat rooms,
blogs, etc. This is a particularly nasty form of bullying, as the bullying follows the victim
into the home and outside school hours.
No matter what form bullying takes, it damages both the victim and the bully to differing
extents. MCA will make use of the best information and practices available to address
this problem.
Bullying affects the ability of a student to fully participate in and enjoy Academy life and it
is both an equal opportunities issue as well as a disciplinary offence, which the Principal,
Governors and staff will do all in their power to resolve.
Roles and responsibilities
Bullying in the Academy is everyone’s problem. All staff, children and parents/carers
should be aware that bullying exists and share a commitment to combat it and to make
the Academy a happier place for everyone. The responsibility for ensuring the health and
safety of all children rests not only on the Principal and Governing Body (GB), but on
every member of staff: Everyone has a duty of care to observe, monitor and report any
behaviour, conversation or action which they suspect.
While all staff have a legal obligation through such legislation as ‘Every Child Matters’ to
ensure that every action, however apparently small or insignificant is dealt with and
reported, the principal is responsible for the overall co-ordination and monitoring of this
important policy.
We recognise that parents/carers have a vital role to play, as prime carers and we will
work closely with parents/carers to deal with bullying
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Preventing bullying
MCPA will have a clear strategy, which it will share with all staff through a dedicated
professional development programme. This strategy will be clearly and comprehensively
communicated to every pupil, their families and where appropriate with the community.
This strategy will be based on current best practice.
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The Academy will take every opportunity to demonstrate to children, through the
curriculum, pastoral programmes, displays, assemblies and by example, that it is totally
opposed to bullying. We will be consistent in our expectations of our children and
parents.
Staff will not ignore bullying or suspected bullying. All Academy staff will intervene to
prevent bullying incidents from taking place. After initial intervention, a referral will be
made to a member of the Senior Leadership Team. We will encourage children to report
any incidents of bullying to a teacher or other adult at the Academy. We will routinely
observe relationships and behaviours to track children’s personal and social
development. We will ensure that all staff, children and parents/carers are aware of the
Academy’s Anti-Bullying Policy.
Staff will praise and encourage children when they show kindness and consideration to
others.
Staff will be alerted to possible bullying if a student presents in the following ways
1.
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Becomes withdrawn and anxious.
Shows deterioration in their play/learning.
Starts to attend erratically or seeks to avoid school
Complains of illness frequently.
Does not want go to school or , in the case of older children, is persistently late
Has unexplained injuries
Shows significant changes in personality, routine, behaviours and attitudes
This list is not exhaustive and staff and parents should be alert and communicate any
concerns. Any child who has knowledge of an incident of bullying will be encouraged to
talk to an appropriate adult or student. Bullying must never be kept a secret.
Homophobic bullying
The Academy will take an active approach to tackle all kinds of bullying, including
homophobic bullying and will follow the guidance in the publication,
‘Safe to Learn: Embedding Anti-Bullying Work in Schools - Preventing and Responding
to Homophobic bullying in schools’
Homophobic bullying occurs when bullying is motivated by a prejudice against lesbian,
gay or bisexual (LGB) people and can be experienced by;
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Older children who are or who are though to be LGB
Children who are different in some way and who may not act like others
Children who have gay friends or family or their parents/carers are gay
Teachers who may or may not be LGB
The Academy recognises that homophobic bullying looks like other bullying but may
include;
• Verbal abuse – including spreading rumours that someone is gay
• Physical abuse – including hitting, punching, kicking, sexual assault and threatening
behaviour
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• Cyber-bullying – using on-line spaces to spread rumours about someone or exclude
them (This can include text messaging including picture and video messaging)
Staff will also challenge casual homophobic language and will ensure anyone who
makes persistent remarks is removed from the classroom and made to understand the
consequences of their behaviour in terms of sanctions.
Sexist, Sexual and Transphobic bullying
Sexist bullying
This is bullying based on sexist attitudes that when expressed demean, intimidate or
harm another person because of their sex or gender. These attitudes are commonly
based around the assumption that women are subordinate to men, or are inferior. Sexist
bullying may sometimes be characterised by inappropriate sexual behaviours.
Sexual bullying
This is bullying behaviour that has a specific sexual dimension or a sexual dynamic and
it may be physical, verbal or non-verbal/psychological. Behaviours may involve
suggestive sexual comments or innuendo including offensive comments about sexual
reputation; or using sexual language that is designed to subordinate, humiliate or
intimidate. It is also commonly underpinned by sexist attitudes or gender stereotypes.
Sexual bullying can be seen as sexual harassment in schools. Both sexual and
transphobic bullying may affect boys and girls.
Transphobic bullying
Transphobic bullying stems from a hatred or fear of people who are transgender.
‘Transgender’ is an umbrella term that describes people whose sense of their gender or
gender identity is seen as being different to typical gender norms. Transgender people
commonly feel that their biological body is not aligned with their inner sense of gender
identity. This leads some people to live in the gender role in which they feel more
comfortable and which relates to their own sense of their gender identity rather than to
their biological body. Where children and young people are perceived not to be
conforming to the dominant gender roles that may be widely expected of them, the
Academy will be alert for signs of bullying. Transphobic bullying is commonly
underpinned by sexist attitudes. Boys and girls may be equally affected. An individual
may also experience transphobic bullying as a result of perceptions that a parent,
relative or other significant figure displays gender
‘variance’ or is transgender.
The need to address sexist, sexual and transphobic bullying will be viewed in the wider
context of the Academy’s duty to implement the Gender Equality Duty (2007), to promote
pupil well-being and to promote community cohesion.
We understand that sexist, sexual and transphobic bullying is fundamentally an issue of
equality. Although girls are most frequently harmed by sexist and sexual bullying, both
sexual and transphobic bullying may affect boys and girls. We will consider all pupils as
potentially at risk of such bullying, particularly where they are perceived by others not to
conform to dominant or stereotypical gender roles.
The Academy will respond to and prevent this type of bullying by following the DCSF,
’Guidance for Schools on Preventing and Responding to Sexist, Sexual and Transphobic
Bullying’ (2009) which is part of the suite of documents that comprise ‘Safe to Learn:
Embedding Anti-bullying Work in Schools’.
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http://publications.dcsf.gov.uk/eOrderingDownload/DCSF-01136-2009.pdf
Cyberbullying and the Internet
The Academy will follow the DCSF guidance on preventing and dealing with
cyberbullying summarised in the document, ‘Cyberbullying – A whole-school community
issue.’ A useful leaflet produced from this guidance can be downloaded at;
http://publications.teachernet.gov.uk/eOrderingDownload/Cyberbullying-leaflet.pdf
The Academy will also follow the BECTA guidance on safe internet use and ensure all
children are taught how to protect themselves when using the internet.
Staff will promote and develop a culture of confident technology users, to support
innovation, e-safety and digital literacy skills. To raise awareness of and tackle
cyberbullying staff will;
• Ensure the whole Academy community understand and talk about cyberbullying
• Ensure all policies and practices including Acceptable Use Policies are shared with
all staff, children and parents/carers
• Make reporting cyberbullying easier by providing and publicising different ways of
reporting it
• Promoting the positive use of technology including e-safety and digital literacy
• Evaluate the impact of preventative initiatives by using surveys etc. to collect
feedback
Bullying by text message and mobile phones
The wider search powers included in the Education Act 2011 give teachers stronger
powers to tackle cyber-bullying by providing a specific power to search for and, if
necessary, delete inappropriate images (or files) on electronic devices, including mobile
phones.
Children will be warned about the need for care when giving out their mobile phone
number
• A record will be kept of the date and time of any offensive messages
• Children will be encouraged to show the messages to a member of Academy staff
• Children who report bullying by text message will be taken seriously
• The student’s family may need to contact the police if the cyberbullying is serious and
if a potential criminal offence has been committed
• If such bullying is carried out on a persistent basis or if there is threat of violence, it
will be treated as any other serious bullying incident
• Malicious e-mails will be dealt with in the same manner
• Children who take photographs or videos on their phones with malicious intent will be
dealt with in the same manner
Bullying around Race, Religion or Culture
The full guidance for tackling and preventing this type of bullying can be accessed at:
www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying
We recognise our Academy needs to be a tolerant and diverse community where racism
and bullying should have no place. Every child deserves respect and a safe learning
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environment whatever their racial or religious background and every child needs to learn
that modern British society values diversity and mutual respect.
We also know that racist bullying is an aspect of bullying that schools and academies
find particularly challenging. The law recognises the seriousness of abuse and attacks
that are motivated by racism. The Academy has a duty at law to promote race equality.
Creating an ethos where racist bullying rarely happens, and is dealt with convincingly
when it does, is one way in which we can fulfil that duty, and one aspect of the
Academy’s Race Equality Policy.
Dealing with bullying
All incidents of bullying will be taken seriously and dealt with as quickly as possible. Staff
will do all they can to support the victims of bullying and make it clear to the bully that
this behaviour is not acceptable.
In dealing with bullying, Academy staff will:
• Not ignore it.
• Not make premature assumptions.
Listen to all accounts of the incidents.
• Make regular follow-up checks to ensure that bullying has not resumed.
• Ensure that all relevant personnel within school have been informed.
• Record the incident promptly via SIMs, as soon as practically possible after the
incident, ideally within the day.
• Incidents will be reviewed to identify children, type, style and location of bullying. This
will enable the Academy to identify patterns and to develop appropriate action plans.
• Action will be taken to resolve the issue in line with the Academy Behaviour Policy.
• Liaison with the SEN/Inclusion Co-ordinator will be made to ensure there is targeted
support to address the underlying issues.
• Under the Children Act 1989 a bullying incident should be addressed as a child
protection concern when there is ‘reasonable cause to suspect that a child is suffering, or
is likely to suffer, significant harm’. Where this is the case, the Academy will report their
concerns to their local authority children’s social care.
Reinforcement of the Anti-Bullying Policy
This policy will be reinforced effectively across the Academy via the following:
• The Code of Conduct copy of the Anti-Bullying guidelines will be displayed
throughout the Academy
• The curriculum will address the issues of bullying, relationships and self- esteem as
appropriate
• Assemblies will promote positive behaviour and respect
• Communication curriculum will provide time to discuss issues and explore scenarios
• Anti- bullying expectations will be clearly and simply communicated to parents as part
of induction.
Dealing with Persistent Bullying
If counselling and other preventative measures, such as peer support strategies do not
succeed, persistent bullying will be dealt with under the Academy’s discipline policy. The
bully may for example:
•
Be removed from the group.
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• Loose free time e.g. break, lunch play and/or be supervised at all times
Be banned from an Academy trips or other events where these are not an essential part
of the curriculum.
• Be excluded for a fixed period.
In the most serious cases, permanent exclusion may be considered if the bullying:
•
•
Involves serious actual or threatened violence against another child.
Amounts to persistent and defiant misbehaviour.
Bullying outside of School
Even though it is the parents/carers responsibility, we recognise that staff do have the
power to discipline pupils for misbehaving outside the school premises “to such an extent
as is reasonable”. This can relate to any bullying incidents occurring anywhere off the
school premises, such as on school or public transport, outside the local shops, for
example.
In these circumstances we will always involve parent/carers; but may also involve the
police and encourage the victim’s parent/carers to involve police.
Useful references
• www.dfes.gov.uk/bullying
•
www.childline.org.uk
•
www.kidscape.org.uk
•
www.peersupport.co.uk
•
www.bbc.co.uk/education/bully/index.htm
Monitoring, Evaluation and Review
This policy was formally approved by the Trust - July 2014. The policy will be monitored
and reviewed on an annual basis, to ensure that current legislation and best practice is
recorded in here by the Principal.
This policy will be reviewed in July 2016 and a report written and submitted to the
Governing
Body for their approval.
For more information about the CAF and
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Monitoring, Evaluation and Review
The Trust Board will review this policy at least every two years and assess its
implementation and effectiveness. The policy will be promoted and implemented throughout
the Academy.
For more information about the CAF and
Adopted by the Manchester
Communication Academy on
July 2014 ......................................................................
Chair of Academies Trust Board
Mike Blackburn ............................................................
Principal
Lynne Heath.................................................................
Review date
July 2016 ......................................................................
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Appendix 1: A Summary
1. Introduction: The Academy Governors, Principal, Vice Principals and staff seek to
create a culture within Manchester Communication Academy which ensures that the
students develop into mature, decent human beings fully equipped for learning, work and
life.
2. Academy aims: Manchester Communication Academy is a caring and positive place of
learning governed by three school rules (norms):
•
•
•
Put your learning first before everything else
Respect the building and everybody in it
Follow the instructions of the MCA staff team
3. Behaviour guidelines: All staff, students and stakeholders will follow the guidelines in
the MCA BfL programme
4. Rewards and Sanctions: The BfL programme clearly articulates the expectations for
student behaviour. Rewards and sanctions will only be applied to behaviour which, in the
case of rewards, exceed those expectations, or, in the case of sanctions, falls below the
same. The rewards and sanctions are fully outlined in the BfL Manual
5. Management of learning spaces: The Academy recognises that management of
learning spaces and teaching methods play an important role in influencing student
behaviour. The learning environment offers a clear and visible message as to how students’
efforts are valued.
6. Monitoring systems: The BfL programme is consistently applied by all MCA staff
without exception. There is great emphasis on tracking and data analysis. There are key
groups who monitor the student behaviour rigorously.
7. Student Behaviour outside MCA: MCA also sets expectations for positive behaviour off
the Academy site. This includes behaviour on activities arranged by the Academy, such as:
•
•
•
work-related learning placements, educational visits and sporting events
behaviour on the way to and from the Academy
behaviour when wearing Academy uniform in a public place.
8. Monitoring, evaluation & review: The Trust Board will review this policy at least every
two years and assess its implementation and effectiveness. The policy will be promoted and
implemented throughout the Academy.
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