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All members of the school community have the right to work within a safe, well ordered and supportive environment where effective learning can take place. Everyone is expected to behave in a responsible manner, showing consideration, courtesy and respect for other people at all times.
Behavioural management is based on the principle of positive reinforcement of good work and behaviour and the mutual respect shared between staff and students. This will not only encourage students to respect one another and adults, to respect property, and respect the process of learning, but it will also enable students to be valued and rewarded for their achievements.
The behaviour management and discipline policy depends on a consistent approach by all colleagues and a commitment by them that they have a full part to play in ensuring that students do meet our common expectations of the highest standards, both academic and social.
Any action that does not allow teachers to teach, students to learn or is clearly disrespectful towards people or property must be challenged.
Aims
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The implementation of this policy will:
• encourage students to take responsibility for their own actions
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• allow all students to develop academically and socially develop a sense of justice, fairness and tolerance towards others create a positive learning environment engender cohesive and consistent behaviour management by all staff enable students to be recognised and rewarded for work and behaviour ensure that sanctions applied are appropriate to the misdemeanour and dealt with at the right level ensure that sanctions are applied for the deed not the person ensure that the reward system is understood, used and valued by everyone
Principles of Behavioural Management at Maidstone Grammar School for Girlds
The school should be working towards achieving the following principles:
Students
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Students feel that rewards and sanctions are applied consistently and fairly
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Students take responsibility for their own behaviour and learning
Students take a collective responsibility for maintaining a clean and safe working environment
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Staff
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Staff feel confident asking for advice and support from fellow colleagues, the HOD or HOS or members of the Leadership Team.
Staff feel confident applying the rewards and sanctions firmly, fairly and consistently
Staff feel confident that all colleagues are applying the rewards and sanctions firmly, fairly and consistently
a tradition of excellence
Buckland Road, Maidstone, Kent ME16 0SF T: 01622 752103 F: 01622 681947 E: central @mggs.org www.mggs.org

Monitoring and Evaluation
The implementation of this policy will be monitored and aspects evaluated biannually. All staff and the
Student Forum will be consulted in this evaluation. This policy links to the Anti-Bullying policy ratified in
March 2013
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Procedure
The prime responsibility for the management of the behaviour of students within the classroom lies with the subject teacher and form tutor. It is the responsibility of each teacher to apply and reinforce the classroom protocols. Each adult employee has a responsibility to challenge instances of poor behaviour around the school.
Rewards
Through sensible and appropriate use of praise and rewards we can establish a positive ethos within the school that encourages all students to achieve their full potential. General classroom management involves praise being given on a daily basis, including verbal encouragement and recognition of good work, behaviour and effort.
A new Rewards system was put in place in September 2012, linking rewards to house points. All students in
Key Stages 3-5 receive house points according to criteria that departments have identified. These are recorded in the student planner and on SIMS termly.
In years 9 - 13 subject commendations are awarded three times a year to those students who have made very good progress or made exceptional efforts. HOS award students house points for achievement and progress based on tracking analyses and end of year reports. They also award 100% attendance and contribution to the life of the form three times a year.
In addition, examples of good work are passed to the headteacher, who then asks to see the student in order to offer praise for the work, to discuss the work with the student, and to award a headteacher’s certificate.
The work that is brought to the attention of the headteacher could be identified for its very high standard, for the effort shown in improved performance, or for its presentational qualities. The headteacher will award between 5-10 house points for exceptional work or for exceptional achievement in extra curricular activities or achievement outside school.
Bronze Award Silver
Award
Gold Award Platinum Award
Y7/8
Y9/11
30
20
60
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80
60
100
80
Heads of Study reward students in assemblies held, normally but not exclusively, at the end of each term.
For older students, a postcard or letter home informs parents of the awards. House Points are collected termly and totalled across the school. All house points contribute to the house league.
The House Cup will be presented at the beginning of Term 5.
Achievements in public examinations are celebrated at special events, such as Speech Day, GCSE
Presentation afternoon and KS3 celebration at the end of Year 9.
Sanctions
Blanket punishments should not be used under any circumstances.
Students displaying behaviour contrary to school expectations or that run counter to the policy statement above must be challenged. Sanctions are most effective when they are applied fairly and consistently. It may be appropriate to remove privileges, withhold participation on school trips, carry out some form of community service and to actively involve parents throughout the process. At all stages the student should be made to take responsibility for their actions and be involved in the decisions being made. On occasion, the use of a student ambassador may be considered to support a student who is displaying negative behaviour.
a tradition of excellence
Buckland Road, Maidstone, Kent ME16 0SF T: 01622 752103 F: 01622 681947 E: central @mggs.org www.mggs.org

The following steps should be followed when dealing with misbehaviour or disruption in lessons:
Step 1 The subject teacher deals with the incident. The following protocols should be observed:
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Direct – state explicitly what you want the student to do/ not do.
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Redirect – if a student attempts to deflect away from the request, repeat instruction using may be and but eg. ‘That may be true but I want you to…’
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Choice – give the student a choice: ‘If you do not do as I request…I will have to…’
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Sanction – this may be moving the student in your classroom or to another classroom but not necessarily involving the LT.
Incident is reported it in the HOS folder
It is envisaged that the vast majority of incidents will be dealt with at step 1.
Step 2i If the student fails to respond to the above and behaviour continues to disrupt lessons, the student will be removed to another member of the department’s lessons, normally the HOD. The HOD will inform parents.
The HOD will hold a joint meeting between the teacher and the student to discuss the incident, to reinforce expectations and to outline the terms on which the student will return to lessons. The HOS and Form Tutor are informed and may be involved in supportive action.
Step 2ii
Step 3
An additional/alternative course of punishment at this stage is a subject detention. This will take place during the lunch hour and may last for up to 30 minutes. It will be supervised by the subject teacher or a member of the Department on a rota basis. Failure to attend the lunchtime detention without very good reason will automatically result in an after school detention. This requires a letter home to parents, signed by the
HOD or HOS, Asst Head (HM) and 24 hours’ notice. The teacher placing the student in detention must provide work for the student to complete. After school detentions will also be given for students in KS4 who get three uniform slips. Students at KS3 who get three uniform slips will be given a pastoral detention at lunchtime in the first instance and after that, will also have an after school detention.
If behaviour does not improve or there are reports of misbehaviour from other subjects, the HOS takes over responsibility. The student may be placed on Report and/or targets should be set; parents will be informed and may be invited in to meet with HOS.
Step 4
Step 5
Failure to complete the Report satisfactorily, or to meet targets or to fail to attend an after school detention, would prompt immediate contact with parents. There would be only one chance to continue on Report for a specified period of time and meet targets.
On second failure to meet targets, parents and student will be invited in to meet with HOS and AH. ( HM) A Behaviour Management Plan will be drawn up and the consequences for not changing behaviour will be explained to all parties.
Step 6 An Internal Exclusion may be used for persistent failure to meet expectations or for a serious incident within school, such as extreme
a tradition of excellence
Buckland Road, Maidstone, Kent ME16 0SF T: 01622 752103 F: 01622 681947 E: central @mggs.org www.mggs.org
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Step 7 rudeness to a member of staff. The student will write an account of the incident using the Behaviour Record Sheet. An apology to the member of staff concerned will also be written. Subject staff will be told and asked to provide work for the student. Parents will be contacted by telephone on the day of the isolation and they will be sent a formal notification of the Internal Exclusion.
A Fixed Term Exclusion may be used for persistent failure to meet expectations or for an extremely serious incident, such as bringing a prohibited substance onto the school site. A reintegration interview will be held with parents, the student and a member of the Leadership Team.
A Behaviour Management Plan will be drawn up and reviewed formally in 6 weeks.
Step 8 Failure to meet the terms of the Behaviour Management Plan will be followed by a meeting with parents, the student, the HOS and a member of the Leadership Team. Another appropriate adult may also be included. The meeting will discuss the incidents that have occurred, the school’s expectations and the level of support offered already; a pastoral support programme will agree targets for improvement and identify support to be offered. At this stage a Managed Move should be considered.
Step 9 Permanent Exclusion
If at any stage a student’s behaviour is so disruptive in a lesson, a member of the Leadership Team may be called to remove that student; she will work in isolation with that teacher and will write an account and letter of apology to the teacher concerned. A letter will be sent to parents informing of this incident and will be accompanied by a copy of that student’s apology.
History Log
LAST
REVISED
August 2005
REVISED RATIFIED BY NEXT
BY GOVERNORS REVIEW
DATE
J Harrison 7 th
March 2006 March 2007
TIME
SCALE
March 2008
January 2010
J Creaney N/A
H Magee 14 th
July 2010
October 2012 H Magee
April 2014
Required amendment for new reward system
H Magee
23.11.12 by email May 2014
2 nd
July 2014
March 2010
May 2012
April 2016
And then
Bi-Annually
Bi-annually
Bi-annually
Bi-annually
Bi- annually
a tradition of excellence
Buckland Road, Maidstone, Kent ME16 0SF T: 01622 752103 F: 01622 681947 E: central @mggs.org www.mggs.org