Behaviour for Learning

Procedural Document:

Strategies and Interventions

Edition 1: September 2011

Contents
3 5 6 8 9 13 14 Written by John Noel, Assistant Headteacher, Featherstone High School Photographs and Design by Alexandra Thompson-Vaughan With thanks to the TLR Pupil Progress Team at Featherstone High School: Rachael Stribling; Linda Richards; Jenny Moses; Marc Williams; Clare Muir; Joy Spreadbury; Rekha Sabharwal; Katy Reeves; Sapuran Gill; and Alka Patel Printed September 2011 16 23 44 46 53 62 68 70 109 Introduction FHS Governors Statement on Behaviour What is Behaviour for Learning B.A.S.I.C.S. to Remember Safeguarding & Child Protection School Ground Rules A.P.I.E. Thought Process Underlying Causes of Challenging Behaviour Supporting Good Behaviour Challenging Behaviour Levels of Intervention Sanctions Attendence Bullying & Cyber Bullying Appendices References

Introduction
Featherstone High School is a highly inclusive school that has a high regard for the educational progress, personal development and wellbeing of every student and all staff. Managing behaviour is one of the most important aspects of any educators role, until the behaviour of students is conducive to learning, all efforts at teaching may be in vain. At Featherstone High School there is an awareness of high behavioural expectations established by students and staff, it is vital that we work together to maintain this. Consistency is vital; students need to know that rules apply throughout the school. Teachers and support staff also need to be in touch with their own feelings and behaviour, and know when to ask for help. At every stage, teachers and support staff should apply expected levels of professionalism, qualified judgement and common sense. In order to maintain our high behavioral expectations, active intervention is important through; A consistent use of praise when behaviour is appropriate And consistent use of sanctions when it is appropriate Students need to be given a controlled way out of inappropriate behaviour where possible; the more limited the choice for the student, the more likely they are to resort to confrontation. Children have a right to attend school in safety and to learn without disruption from others. Parents are entitled to expect that their children have the best possible learning experience and one that will allow them to fulfil their potential. Teachers and support staff have a right to work in an environment that allows them to demonstrate their skills and experience. To this end, Featherstone High expects the highest possible standards of student behaviour. Teachers cannot teach and students cannot learn where there is not good order. Teachers and support staff may not be the cause of disruptive behaviour but they are important architects of the learning environment. Consistent good quality teaching is the basis for raising standards and reducing low level disruption. Learning, teaching and behaviour are inseparable issues. 3

Where instances of unacceptable behaviour occur intervention should be swift, intelligent and effective. This intervention will protect the interests of the majority while aiming to change the behaviour of those causing the difficulties. Improving behaviour is a shared responsibility between students, parents, staff and governors. Students want an ordered environment. They want to feel that there are rules even if they will test them occasionally. This document will provide staff with information on some of the underlying causes of challenging behaviour and strategies to improve and maintain high standards of conduct, student progress and achievement. John Noel Assistant Headteacher Director of Inclusion

Governors Statement
Positive behaviour in school is based on respect, fairness, equality of opportunity and social inclusion. The FHS governing body expects theses values to be the core principles underpinning the behaviour policy. Improving teaching and learning remains the main focus of the governing body and this can be aided with the promotion of behaviour improvement. The core theme of the behaviour policy will be to recognise, encourage, reward and celebrate positive and good behaviour. The policy will reflect this theme as a priority issue. Those who exhibit and demonstrate behaviour that affects the learning and behaviour of others in a negative manner will be provided with the relative support needed in the first instance. Sanctions and incentives will be used as a measured response to actions displayed by students. In particular the behaviour policy will address issues such as; Disruptive behaviour Bullying Violence Drugs and alcohol Threatening behaviour Weapons Attendance Punctuality Defiance

What is Behaviour for Learning?

Behaviour4learning (B4L) emphasises the crucial link between the way in which children and young people learn and their social knowledge and behaviour. In doing this the focus is upon establishing positive relationships across three elements of self, others and curriculum as indicated below. B4L has implications for students, teachers, parents and other professionals. Its principles can be applied to all children at any age and not just those perceived as being difficult to manage. It applies as much to teachers and their relationship with children as much as it applies to the children themselves. The three sets of relationships which contribute to a culture/ethos of learning behaviour are: Relationship with Self: a student who does not feel confident as a learner and who has internalised a view that s/he is unable to succeed as a` learner will be more likely to engage in the challenge of learning and (in consequence) may be more inclined to present unwanted behaviours Relationship with Others: all behaviour needs to be understood as behaviour in context. Behaviour by students is triggered as much by their interactions with others (students, teachers or other adults in schools/settings) as it is by factors internal to the child. Relationship with the Curriculum: student behaviour and curriculum progress are inextricably linked. Teachers who promote a sense of meaningful curriculum progress in learning for each student will be more likely to create a positive behavioural environment.

Services

Engagement Relationship with Self

Family

B.A.S.I.C.S To Remember
Please remember to apply BASICS to all situations involving our students.

Belonging;
Participation Relationship with Others Access Relationship with Curriculum

Students should feel valued and that they have a secure role in the school community. Involving parents can support this process.

Aspirations;
Community/ Culture(s) Policies

Students should be ambitious (realistically) and have appropriate goals that they can achieve.

Safety;

If students feel safe they can then take risks and tackle challenges.

Identity;

A student with a strong sense of identity will be more stable and resilient under stress.

Challenge:

Knowing the students current understanding and learning needs is important. With this knowledge you can present the student with Challenge and provide support for the learning process.

Success:

Experiencing success regularly gives the student the sense that he/she can achieve.

Safeguarding & Child Protection

One of Featherstone High Schools main responsibilities is the protection of students in our care. We want all our students to feel that they work and play in a secure and caring environment, free from any kind of abuse or neglect. To this end we will: Ensure we practice safe recruitment in checking the suitability of staff and volunteers to work with children. Raise awareness of child protection issues and equip children with the skills needed to keep themselves safe. Develop and then implement procedures for identifying and reporting cases, or suspected cases, of abuse. Support students who have been abused in accordance with his/her agreed child protection plan. Establish a safe environment in which children can learn and develop Identified students who demonstrate behaviour that is a cause of concern (whether that be introverted or extraverted) will be provided with the appropriate level of support in order to keep them and or others safe from harm. DfE definition of Safeguarding and promoting the welfare of children protecting children from maltreatment preventing impairment of childrens health or development ensuring that children are growing up in circumstances consistent with the provision of safe and effective care undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully Types of Abuse There are 4 main types of abuse Neglect Emotional Sexual Physical 9

A few examples of what to look out for Physical Abuse Unexplained recurrent injuries or burns Improbable excuses or refusal to explain injuries Emotional Abuse Continual self-depreciation (Im stupid, ugly, worthless, etc) Overreaction to mistakes Sexual Abuse Being overly affectionate or knowledgeable in a sexual way inappropriate to the childs age Neglect Constant hunger Poor personal hygiene As well as protecting the individual child from abuse or neglect, safeguarding children includes issues such as bullying school security providing first aid student health and safety drugs and substance misuse arrangements for meeting the medical needs of children with medical condition Safer recruitment All issues related to child protection and the safeguarding of children, needs to be referred to John Noel, Assistant Headteacher, Senior Child Protection Officer, in the first instance.

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The senior child protection officer is; John Noel, Director of Access & Inclusion Ext 241. DL 020 8571 8788 [email protected] Office is situated on the ground floor of the main building opposite G1. In John Noels absence the following people should be informed; For KS5 students; Loretta Miller, Lead Learning Mentor Ext 215; [email protected] Office situated in the mentoring suite at the rear of the A block. For KS4 students; Emma Coutts Ext 242; i/c KS4 Mentoring [email protected] Office situated in the seclusion area at the rear of the A block. For KS3 students; Tracey Simpson Ext 323; i/c KS3 Mentoring [email protected] Office situated in the KS3 LBSC at the rear of the LRC. NB; Please refer to the Child protection policy for further information.

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School Ground Rules

I will show respect for myself and others by: Keeping my hands, feet and unkind words to myself Following the teachers instructions first time Completing my homework and coursework on time Arriving for school and lessons on time, in the correct uniform and with the right equipment Keeping the school environment clean and pleasant to work in and by always putting my litter into the bins provided Take responsibility for your own health and safety by observing the advice given to you at all times; for example during educational visits,food technology workshops, practical work in the science laboratories, when participating in sport and using any specialist equipment. Go straight home at the end of school, unless kept back by a member of staff for any reason or participating in an after-school club. Observe the keep left rule in corridors; and not run in corridors and on stairs as this is dangerous. Agree to comply with the school rules on internet and network use

A.P.I.E. Thought Process

When dealing with any type of incident or situation always go through the A.P.I.E thought process. Appraise the situation; What is going on? Who are the students? Do I need support? Plan; What will I do? What strategies (top tips) will I use? Intervene; Put the plan into action Evaluate; How did it go? What will I do differently next time?

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P I

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Underlying Causes of Challenging Behaviour

A Repertoire of Approaches
Behaviour can often be labelled either good or bad in educational settings, it is also commonly referred to as challenging. To facilitate a better understanding of the causal factors which lead to poor behaviour and attendance, it can be helpful to think of behaviour as being effective, or ineffective in terms of meeting needs. Challenging behaviour can defined as that which has a negative impact on learning and teaching. Important factors relating to the underlying causes of challenging behaviour or poor attendance include the social and emotional skills levels of the individual child or young person, the physical and social environment, states of both physical and mental health, relationships, learning needs, and of course the social and emotional management skills of the adults in charge. In practice, challenging behaviour is often a result of the interaction between these factors and others, such as attitude to learning, family support and aspiration, the curriculum and the learning context. Behaviour does not occur within a vacuum. It is resultant of a complex transaction between individual, with his (her) inborn strengths and weakness, acting and reacting within an environment which sometimes encourages and sometimes discourages certain actions. (Herbert, 1988:49) As a consequence of these often complex interactions, the strategies and approaches needed to help children to access learning, develop their social and emotional skills, feel motivated and have good attendance are equally multi-faceted. It should be stressed from the outset that there are no simple formulae for promoting positive behaviour (and good attendance). At every step of the way teachers and schools are likely to maximise their likelihood of success when they take account of the context in which they are working, and when they pay particular attention to what their students are telling them overtly and covertly about how they see the situation. Olsen and Cooper, 2001 15 16

It is understood that a child or young person has a need for attention, then the adults can ensure that this attention is provided at times and in a way that will develop independence and build positive skills. If a child or young person has a need to be in control, then opportunities can be provided for them to develop positive leadership skills. While understanding that particular behaviours can be effective and hence motivating for the student (thereby maintaining poor behaviour), it can be equally challenging and demotivating for the adults interacting with the child to accept this. The challenge, feelings of powerlessness and lack of control, on the part of the adult, can arise from a view that the behaviour simply does not make sense and is intended purely to annoy or wind up the adult. These emotions, based on a lack of understanding are often minimised when adults come to better understand the child, the motivation behind behaviour(s) and the context in which they occur. It is important for staff to have an understanding that while some behaviour might be regarded as inappropriate in the learning environment of a classroom, it may be perfectively accepted, effective and possibly necessary within a community, social setting or family context. For example, in a classroom, where learning and teaching is the focus, dialogue and discussion is essential but physical and verbal confrontation is unacceptable. In a social context conflict may be an established pattern of learnt behaviour that is, in the main, effective in getting needs met. For those children growing up in a complicated and challenging environment it may even be a matter of survival. A deeper understanding of why some of us behave inappropriately at some times helps us to develop more positive relationships with children and young people based on understanding, empathy and a professional desire to help them acquire the social and emotional skills they need. Within positive relationships, effective strategies for promoting good behaviour and attendance are more likely to flourish. Effective responses that improve behaviour and attendance require a positive mindset. Staff need to look beyond managing or correcting, or punishing behaviour. Prevention, creating a positive climate of trust and support, early intervention and effective rather than punitive responses will make a real difference. Specifically, the aim is to achieve a learning environment that supports the five outcomes of the Every Child Matters (see appendices). In working towards these outcomes inappropriate behaviour will be marginalised and the life chances of children and young people will be improved. 17 18

What causes behaviour problems? A wide range of factors have been associated with causing or contributing to behaviour problems and there is ongoing debate about the relative importance of each factor. Different theorists will argue about the causes, but there is general agreement that emotional and behavioural problems are associated with the following factors, often in combination: Family/parental factors School/structural factors Socio-economic factors Factors within the child or young person

or young person and the adult. It should also be noted that adolescents (as well as pre-adolescents) increasingly tend to acquire their values from outside the family, especially in urban environments. To some extent, their peers replace parents as interpreters and reinforcers of what is and isnt acceptable. School/structural factors Historically, explanations of difficult behaviour have tended to focus on the young person as being the problem, especially in educational settings. Studies (such as Miller, 1996) have also recognised that schools in general and teachers in particular, can contribute to, or in some cases even cause, behaviour problems in students. Miller (1996) cites research that has shown the following factors to be important components of classroom management when working to prevent misbehaviour: Room layout Classroom routines Managing transitions Maintaining momentum Curriculum issues Managing groups

Family/parental factors The association between inadequate or distorted care of children and subsequent behaviour problems is long established. Research has indicated that some parents of young people with conduct disorders lack certain parenting skills. Some of these parents have been reported to: Exhibit fewer positive behaviours Be more critical or violent Be more permissive Be erratic and inconsistent in their use of discipline Be more likely to reinforce inappropriate behaviours and to ignore or punish prosocial behaviour (Webster-Stratton, 1995)

Young people who live in such families will have grown up with no clear guidelines as to what is appropriate behaviour. Violence may be seen as a legitimate way of getting what you want. Emotional and behavioural problems in children and young people are more common in those who experience family adversities. Troubled behaviour in children and young people may relate directly to difficulties at home. The behaviour may be a direct communication of distress, so it is important to hear and acknowledge the message. The behaviour may improve once the message is heard and action taken. Sometimes however, the behaviour remains long after the original message of distress and gets in the way of progress and future development. When difficulties arise, parents are often presumed to be somewhat at fault. It is often forgotten that the parent-child relationship is a two way process and some children are consistently more difficult than others. The behaviour may be a product of the interaction between the child 19

Miller concludes that: Group management skills are probably the single most important factor in achieving good standards of classroom behaviour; that the skills can be taught; but that practical training provision in this area is inadequate. (Miller, 1996:4) If teachers lack the skills and training necessary for effective classroom and group management then behaviour problems become far more likely. There is also a body of research that has indicated that the standard of student behaviour can be partly influenced by factors within a schools control. Factors such as those below, can help in preventing behaviour problems in schools: Common policies on behaviour Clear rules Consistent use of rewards A pleasant working environment 20

Young people feeling involved in the school Attention paid to classroom management issues Purposeful leadership Good record keeping Partnership with parents and other agencies

number of studies (Eaves, 1997; Plomin, 1994) showing the importance of genetic factors. Webster-Stratton has indicated that temperament, cognitive and academic difficulties all affect the likelihood of a child or young person developing behaviour problems. However, it is not possible to predict with certainty whether any particular child or young person will develop behaviour problems, let alone the nature of those problems. Perhaps the unknown factor of inherited qualities determines how each child or young person will interact with the environment and the extent to which he or she can tolerate extremes of experience. Factors working together These factors rarely work alone, but are likely to interrelate, sometimes working together and sometimes against each other. Herbert notes that: Behaviour does not occur in a vacuum. It is resultant of a complex transaction between the individual, with his inborn strengths and weaknesses, acting and reacting with an environment which sometimes encourages and sometimes discourages certain actions. (Herbert, 1988:49) A knowledge of relevant factors in a childs or young persons background can contribute to an understanding of the problems faced by the child. The relative importance of each factor is likely to vary with each individual. In order to be effective, interventions must address as many of the factors as possible in an integrated and cohesive manner.

Poor relationships between parents and school have also been shown to contribute to maintaining behaviour problems. A cycle can develop, with poor behaviour by the young person leading to the demoralisation and withdrawal of parents support, and teacher reactivity. This can lead to a lack of coordination and support between school and home, which further impacts on the young persons behaviour. Behaviour may be very situation specific; students and teachers behave differently from one lesson to the next and from one day to the next. Socio-economic factors Poverty and poor housing and its associated health and development problems have long been linked to behaviour issues. Underachievement at school is concentrated in areas of economic deprivation (as indicated by the proportion of young people in receipt of free school meals) Truancy is high amongst schools serving estates which are difficult to let School exclusions, teenage conceptions, youth offending and drug use are all highest in deprived areas Poverty, unemployment and crowded living conditions put additional stresses on families and can have a detrimental effect on parenting as well as directly on young people themselves. Clearly, taken together, such deprivation factors may combine to place young people at greater risk of developing troubled and troubling behaviour. At Featherstone, we have been able to buck these patterns with our approach to supporting students and being consistently firm and fair. Factors within the child or young person The importance of environmental factors has to a large extent, overshadowed the possibility that some children might be predisposed to experience learning and behavioural problems. There have been a 21

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Supporting Good Behaviour

Supporting the Development of Good Behaviour What Works: Keeping control when faced with challenging behaviour
Its widely recognised that our thoughts, perceptions and emotions drive our behaviour. So how can we learn to stay in control when students are challenging our authority? Faced with a confrontation, it is widely accepted that we have an inbuilt, automatic response mechanism the old fight or flight scenario. Whether the confrontation is real or perceived, the response system is there to protect us. However, for adults working with students in an educational setting, whether it be the classroom, the dining room or an outside space, an uncontrolled fight or flight response is unlikely to be appropriate! Challenging authority or pushing buttons has long been the chosen activity of many students and to only have the automatic fight or flight response both limits your chances of successfully managing a situation and demonstrates a poor role model to the student. Trying deep breathing or counting to 10 are strategies which you may find useful when combined with a range of techniques. On their own they are seldom a reliable means of avoiding the emotional hijack being suddenly wrongfooted by a students challenging behaviour. It is all too easy when faced with a challenging situation to be affected by your own thoughts and perceptions of that situation. Coupled to that is the effect of what has happened to you already during the day. Emotional baggage which you have brought with you from home, your stressful journey to work or even incidents that took place during the previous lesson will all have an impact on the way you respond. Examples of a lack of control can include changes in your non-verbal communication and inappropriate verbal language. A louder than normal voice, the use of threats, invading personal space or even giving up can all escalate a situation and will certainly lead to you being pulled into the emotional hijack. Practical tips When faced with a situation that challenges or threatens you, consider the following: 23

1. Recognise the problem and be aware of your own trigger points. Consider a brief pause before responding in order to both compose both your thoughts and your body language (remember that more than 80% of all communication is non-verbal). Taking a brief moment to decide what you are going to say or do and quickly rehearsing your response will help you to maintain control. 2. Your reaction will also be determined by how you feel (thoughts and feelings drive actions). It is important to create a working environment in which you feel confident, comfortable and supported. Under normal circumstances, do you feel in control and generally relaxed in your workplace? Is there an atmosphere of professional support? If these thoughts are running through your mind when trying to manage a difficult situation, its probably too late! Spend time proactively creating your teaching and learning environment. 3. What self-calming techniques have you developed? a) deep breathing? b) counting to five/10 (not down to zero and then blast off!)? c) a sideways glance with brief eye contact with another adult (this can often reduce the tension)? d) self-talk? e) seeing the bigger picture (is it really necessary to get involved in the problem)? f) planning your response? 4. Body language can calm both you and the student. Consider standing with your hands together, unclenched, in front and with palms facing downwards. Do you stand face to face or slightly side on? Is your weight on your front foot (leaning in) or back foot? This positioning should become part of your muscle memory and should automatically occur when you are faced with a confrontation or stressful situation. The action will calm you down and help you maintain confidence, while also demonstrating a good example to the student. 5. Any verbal response should be carefully scripted. Dont ask a question, thereby opening up a dialogue. Consider both the volume and the tone of your voice. Two individuals in a conversation will often voice match each other, i.e. if you are loud and angry, then expect the student to match you. Give a clear and precise instruction or statement and remember that you must be prepared to act on anything you say. Students quickly recognise threats, and will push you even further to see how far they (and you!) can go. 24

In any confrontational situation, remember that the first person who needs to calm down is you. It is also worth considering the involvement of other adults in a situation. It could be you who is inflaming the problem. Dont labour under the misconception that you have to sort the problem out on your own. Be prepared, and have a system whereby it would be possible to call for assistance and involve another adult. No matter how well prepared you are, when confronted or threatened, the same fight/flight or hostile/passive feelings will still occur. The important issue is how you manage those feelings.

What Works: Learning styles and their effect on behaviour

Are you aware of the many, varied learning styles adopted by your students and how they affect behaviour?

There is no denying the value of developing a tool box of strategies, techniques and systems to manage students challenging behaviour. Rewards and consequences are in place as a whole-school measure, as well as being used for managing class groups and dealing with individual difficulties. While this may be a justifiable system within the teaching and learning environment, there is clearly an issue when comparing proactive and reactive responses. If your own management techniques rely on reactive strategies, used after difficult behaviour has taken place, there is a danger that you are not only giving attention to unwanted behaviour but and more importantly you are permitting the problems to develop and affect the learning of all students. What strategies can you employ to become more proactive? Using individual learning styles as a starting point, you will be able to identify the optimum learning environments for individuals and groups of students. How do you accommodate student learning styles in your own lesson plans and presentations? Opportunities for students to work as individuals, members of groups, facilitators, leaders or coaches can vastly alter their perception of the learning environment and their behaviour. If we recognise that individuals prefer different learning styles and techniques, sometimes using different styles in different circumstances, then it follows that if we as educators provide suitable learning environments for these styles to develop, we will encourage more ontask behaviour and less disruption. Students will be able to match their learning style to the situation and be more engaged and focused. 25 26

Students who recognise their own learning styles and learning environments which meet these needs improve the speed and quality of learning. The aim is to establish a proactive response to managing possible disruption and challenging off-task behaviour. Practical tips In order to establish and develop a proactive teaching and learning environment for students, you must identify the learning styles you are trying to provide for. Once identified, you will be able to construct lesson plans focusing on on-task behaviour rather than building in systems to respond to difficult behaviour. Clearly these reactive systems must be in place as a catch-all for those students who demonstrate chronic (ongoing, day-in, day-out) or severe poor behaviour. Using the proactive learning and teaching style approach will certainly reduce the numbers of students who are pushing the boundaries and failing to meet expectations. Learning styles to consider can include: Verbal: a preference for a learning environment which emphasises speech and the written word. Oral: a preference for a learning environment in which sound and/or music is involved. Kinaesthetic or physical: a preference for doing using movement and the sense of touch. Social: a preference for a learning environment which allows students to work in groups or with a partner. Individual or solitary: a preference for private, individual study, often seated at a table or desk. Logical: a preference for a learning environment which encourages the use of logic and reasoning. There are obvious problems in attempting to provide a learning environment which meets the needs of every student at all times. Remember the saying: You can please some of the people all of the time and all of the people some of the time, but you cannot please all of the people all of the time. However, the main aim is to reduce off-task and disruptive behaviour and to encourage engagement, on-task behaviour and involvement. It is worth auditing the environment you provide for students and how 27

that environment is able to meet the varying needs of individuals. A strong proactive approach to classroom management, coupled with a clear and consistent behaviour management system, will enable you to respond quickly and fairly to problems. Embed a proactive system of behaviour management into all your lesson plans; identify the learning styles of individual students and provide opportunities in your presentation; and you will be able to reduce the number of students presenting challenging behaviour.

What Works: Top 20 Behaviour Strategies

Everyone has their own range of strategies and styles of managing the behaviour of students in their classroom; however, it is sometimes worth reviewing the effectiveness of these strategies and also adding some perhaps forgotten ones to your list. It is also quite easy to fall into the trap of using, or attempting to use, strategies which either do not work, or have long ago lost their impact. For example, detention is a perfectly acceptable response to some behaviours, but if it is failing to change behaviour and is causing stress and more work for you, its time to review, modify or dispense with this approach. Use the top 20 strategies to review your own techniques and consider adding some you feel comfortable with to your toolbox. Practical Tips 1. Voice matching: Your voice should be at the volume and intonation you expect from the student. A loud and aggressive voice will usually result in a loud and aggressive response. 2. Self-calm: Practice all your self-calming skills. Remember that the first person who needs to calm down in a confrontation is you! 3. Move in: If you are speaking to an individual student, dont shout across the room or remain rooted behind your desk; move in. Be aware of your speed of approach! 4. Move out: Once you have spoken to the student, the temptation is to remain close by, waiting for compliance. You are far more likely to see success if you move away, expecting compliance. This enables the student to make a good choice without the stress of your presence. 5. Personal space: For most of us, personal space is approximately the radius of an outstretched arm; any further away, and it is difficult to 28

work out who is being spoken to. Any closer and you begin to invade intimate space. If you need to be that close, consider standing slightly sideways and avoid a confrontational manner. 6. Hurdle help: Use positive posters as rule reminders (written and illustrated) to help students overcome the hurdles that prevent them from complying with your rules and expectations. 7. Positive ethos: Set a positive ethos in your classroom from the outset. Be on time, be prepared and concentrate initially on the students who are on-task and complying with the classroom guidelines. 8. Proximity: This is similar to personal space remember that simply standing near the off-task student will be sufficient to make them consider their behaviour. 9. Proximity praise: Rather than giving random praise, spot the off-task student and make sure you praise the student nearby who is on task and complying. This is far more positive than simply noting the wrong behaviour. 10. Non-verbal language: Be aware that more than 60% of all communication is non-verbal. What is your body language saying? 11. Antiseptic bounce: This is a classic strategy. Send the target student to a colleague with a note or message. The note says, Tell (students name) Well done and send him or her back! The student has been removed from the problem situation, received praise and has returned in a fresh state of mind. 12. Meet and greet: Some students are simply not in the right frame of mind at the start of the day or the lesson. Set up a system with you or a TA to meet and greet and settle the student. 13. Track behaviours: It is vital that you have an accurate and objective system for tracking, monitoring and evaluating behaviour. 14. Refocus: Dont be verbally misled by arguing students. Refocus them on the issue by using a statement of understanding (Yes, I see, but that is not the point; you need to...) 15. Broken record: Avoid engaging in an argument, and be prepared to repeat your instruction or direction up to three times (use the exact same wording) before raising the level of your response 16. Time out/Change seat: A change of environment will often help to focus a student. Dont forget, the emphasis should be on time. Make 29

sure you have a plan of how to reintegrate the student back into your teaching group. 17. Think/Self-review: A simple process to enable the student to reconsider their actions and to decide on a more appropriate course of action next time. 18. Rules/Rewards/Consequences: Involve students in the development of rules. 19. Hierarchy of response: Have at least five levels of response and remember that your role is to use the responses to keep the student at the lowest level possible; not to escalate the problem! 20. Communicate: Make sure that you use the systems in place to enable the sharing of information with parents, other staff and the named student. It is easy to determine hot spots, problem lessons, personality clashes and how different adults perceive the student if information is shared. The above represents only a small range of strategies, so continue to add your own and continually assess their effectiveness.

Parental Engagement

There is no doubt that it is beneficial to work closely with parents, but it is not always easy to do so. How to engage with some parents/carers is a daunting task, while working with others who may hold very different views from our own regarding education also presents a challenge: although both parents/carers and the school want the very best for the child, ideas as to what this might be and how to achieve it may at times vary greatly. The provision of an educationally supportive home environment has been shown to be positively related to achievement and school staff play a vital role in inviting parents to support their childrens education. This suggests that the more often teachers reach out to parents, at all levels, the more often parents are more likely to make reciprocal efforts to engage with schools, across all socioeconomic levels. Families are a key influence on a childs intellectual and social, emotional and behavioural development. Parents are usually the experts on their own child, and their knowledge about their child can provide a valuable insight about what works and what is needed. Parents can support the schools work in developing emotional, social and behavioural skills by reinforcing them at home and by helping their child develop insight into their difficulties. Therefore working partnership 30

with parents, sharing respective insights and strategies is important. It will sometimes appear that family dynamics are contributing to a child or young persons difficulties. In these circumstances, always pass this information onto your TLRPP who will refer on to the Social Inclusion department. There are specially trained educators who have the skills and experience to undertake this sensitive work. Keeping parents informed of any decisions related to sanctions is important. Please follow protocol by writing to parents.

Restorative Practices

The ultimate aim of the approach is to build a strong, mutually respectful, safe and inclusive school community in which everyone feels valued and heard. Using this approach enables situations to be resolved regardless of who is right and wrong. In order for RP to work it is important to employ a fair process. This will include; Engagement Involving individuals in decisions that affect them by asking for their input and allowing them to refute the merit of one anothers ideas. i.e. we are here to understand what happened Explanation Everyone involved and affected should understand why final decisions are made as they are. This creates a powerful feedback loop that enhances learning. what do you think needs to happen to make things right? Expectation Clarity Once decisions are made, new rules are clearly stated, so that everyone understands the new boundaries and consequences of failure. Now we have agreed, do we all understand that if this happens again, the consequences would be... Fair Process Isnt: Decisions by consensus Does not set out to achieve harmony Does not set out to win individual support through compromises that accommodate every individuals opinions, needs or interests 31 32

Fair Process Achieves: Fair process builds trust and commitment, Trust and commitment produce voluntary co-operation, Voluntary co-operation which drives performance Guidance on how to conduct a conference All parties are treated with equal respect. The facilitator does not decide who is in the right. The facilitator does not pre-judge the situation. The participants take responsibility for resolving the situation and repairing the damage caused. The facilitator ensures that the questions asked, and the way the meeting is run, enable both parties to feel secure in the process and able to use it to resolve conflict. The conference does not include any implicit threats to any individuals The conference does not allow discussion to be confrontational. RP Questions to Ask; To respond to challenging behaviour What happened? What were you thinking about at the time? What have your thoughts been since? Who has been affected by what you did? In what way have they been affected? What do you think needs to happen to make things right? RP Questions to Ask; To help those harmed by others actions What did you think when you realised what had happened? What have your thoughts been since? How has this affected you and others? What has been the hardest thing for you? What do you think needs to happen to make things right? 33

Rewards

FHS has a system of rewards which aims to motivate and encourage students. This is an important aspect of the ethos of the school in that the achievements and successes of students, at whatever level, are noted and given due worth. This helps to build upon individual self-confidence and self-esteem and leads to further personal development. We believe that, if students are to benefit from education, punctuality, regular attendance and good behaviour are crucial and we, as a school, will do all we can to reward such positive attitudes. FHS will give a high priority to recognising and rewarding success involving students and parents in striving for excellence. Staff are expected to reward and praise students more than they reprimand and sanction at a ratio of 3;1. So for every student you reprimand or log a negative behaviour, you praise or log achievement points for three other students. It is vital to strike the right balance between rewards and sanctions by rewarding both consistently good behaviour and improved behaviour. By praising and rewarding positive behaviour, others will be encouraged to act similarly. Postcards Teachers/support staff are to send home postcards to notify parents of good classwork, progress and/or good attendance.

Celebrating Outstanding Attendance

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Achievement Points Teachers will log incidents/situations of good work/progress or behaviour on the SIMS behaviour module. When students reach certain levels of achievements, they will be rewarded with the following;

heritages and backgrounds feel welcome; protect children from social pressures to dress in a particular way; and nurture cohesion and promote good relations between different groups of students. School uniform protects young people from external pressure to wear clothing they would not otherwise choose to adopt, protecting them from harassment, and from having to adopt dress codes associated with extreme or anti-social elements in the wider community, including styles and colours of clothing associated with gangs. Students who break the school uniform code should in the first instance be asked to correct it. Advise the student that all are expected to wear uniform in the prescribed way and that they are not being treated unfairly. For example, ask them politely but assertively to tuck their shirt in. If a student is defiant and refuses to follow your instruction, implement the 3 strike rule. Strike 1 This is your first strike. It is in your best interests to follow the school ground rule related to how you should wear your school uniform. Please (insert a phrase appropriate to the items of uniform not worn correctly i.e. tuck in your shirt). If the student complies, it is important to thank them. Strike 2 This is your second strike. I strongly advise you to follow my instructions. All students must wear their uniform correctly. If you refuse to follow my instruction to wear your school uniform correctly you will be placed On Call and a member of the senior management team will attend. If the student complies, it is important to thank them. Strike 3 Explain to the student the following; This is your third strike, therefore a member of the SMT will be called. On the third strike call for a member of the SMT. There is a member of the SMT On Call during every period of the school day (including break and lunch times and registration). SMT can be reached via student services or reception. Students who are wearing inappropriate items such as trainers, wrong coloured coats, crew neck jumpers or black jeans can be sent home to change or items can be confiscated. Decisions to send a student home can only be made by a member of the SMT. Items should only be confiscated by TLRs or members of the SMT. Other experienced members of staff are permitted to confiscate items. The incident needs to be logged on SIMS at this stage only. If the student complies after 36

REWARDS
Trips & Events
Y11 Passport to the Prom: students who feature in the top 10 for the Autumn & Spring terms will receive a ticket to the Prom in the Summer term. (Maximum of 10 students)

Achievement Points
Students who achieve the following thresholds will receive:
Achievement points 200 points = certificate of achievement (bronze), letter home, 5 voucher + 1:1 motivational meeting with TLR1

Autumn Term = Spring Term =

Highest Achievement Points (no negative points)

200
Bronze

Academic Progress KS4 12 GCSE/12 BTEC (no negative points)

300
Silver

Summer Term =

Achievement points 300 points = certificate of achievement (silver), letter home, 10 voucher + 1:1 motivational meeting with AHT

Highest Achievement Points & Academic Progress (no negative points)

The destination of the trips will be decided by each year council.

400
Gold

Achievement points 400 points = certificate of achievement (gold), letter home, 15 voucher + 1:1 motivational meeting with DHT

Attendance

Students with 100% attendance for the academic year will go into a draw to win an IPOD shuffle (termly)

Platinum

500

Achievement points 500 points = certificate of achievement (platinum), letter home, 20 voucher + 1:1 motivational meeting with HT. All students at this level; good news story in the newsletter with a photo.

NB: if a student receives more than 50 negative points they will not be eligible.

Reward trips Students that fall within the top 20% in each term (as indicated) will attend a reward trip (termly). Vouchers and Motivational Meetings Students that reach respective thresholds will receive a gift voucher and a one to one meeting with a member of staff (as indicated below). Rewards Evening Once a year the highest achieving students in each year group receive a special reward. The evening is hosted by a special guest and is one of the highlights in the school calender.

School Uniform & Appearence

School uniform plays a valuable role in contributing to the ethos of Featherstone High School and setting an appropriate tone. Uniform instils pride, supports positive behaviour and discipline; encourages identity with, and support for, school ethos; ensure students of all 35

strike 1 & 2 do not log the incident. Security Featherstone High School needs to be able to identify individual students in order to maintain good order and identify intruders easily. Therefore all students in KS3 & KS4 must wear their uniform which must be visible at all times. Students in KS5 must wear their ID badges, which must always be visible. Health & Safety Long hair should be safely tied back for work in the science laboratory, or technology workshops. Teaching and Learning Students are not to wear anything that may obscure their face as the teacher may not be able to judge their engagement with learning, and to secure their participation in discussions and practical activities. Equal Opportunities Featherstone High celebrates the diverse communities that are represented within the school. All groups have to wear the school uniform in order to maintain equal opportunities for students to respect their religions and customs. Students who have to cover their hair must wear black or dark blue (this can be white in the summer months). The item should be worn traditionally as to respect the religion fully. The school uniform must be on show at all times. Additional items such as the Hijab can be worn for religious purposes; however the school shirt and tie must be visible. Students who wear the Abaya should ensure that they wear the school uniform underneath, however the school shirt, tie and blazer must be visible so that all can be identified as FHS students. Sikh students who have been baptised can wear the five articles of faith that must be carried at all times. The Kirpan should be worn discreetly and out of sight. Jewellery Students are permitted to wear small plain earrings which must be studs. One small nose stud is permitted, however other facial piercings are not permitted. Sikh students are permitted to wear a thin Kara. Sikh students are asked not to wear thick Karas for health and safety reasons. Christian students are permitted to wear a crucifix. The wearing of any other jewellery is not permitted as it might place a student at increased risk of bullying and harassment.

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Haircuts In keeping with Featherstone High Schools smart tradition, students are requested to attend school with traditional haircuts. Students attending school with haircuts that include lines, patterns or mohicans will be asked to have their hairstyle changed. The School Uniform: Key Stage 3 and 4 All students must wear the following: Black blazer, which must have the FHS badge on the pocket. White shirt, which must be worn with the top button done up. Each year groups has their own FHS tie. KS3 ties are red with KS4 blue. Ties must be worn with a small to medium sized knot with the school badge displayed underneath it. Black plain trousers. Girls can wear a black skirt which must be worn at or below the knee. Shoes must be black. No trainers are to be worn. Belts worn should be black in colour. Black V neck jumper. Key Stage 5 Students in the Sixth form will are expected to act as role models for younger students. The dress code for KS5 is as follows; Male students; Smart suit or formal jacket and trousers with formal shirt, tie and shoes. Female students; smart skirt or trousers, formal top, jacket and trousers. Overcoats and Scarves These must be plain and black and dark blue. The coat should not reflect any trends of fashion, attributed to a gang uniform or football teams as it might place a student at increased risk of bullying and harassment. Scarves worn must be black or dark blue, in line with the school colours. What students should not wear; Tracksuit tops Excessive makeup Doo-rags Hooded jumpers Leather jackets (or imitation) 39

Two tone jackets Hooped or big earrings Rings, thick bangles No hats or caps are to be worn unless it is for religious purposes. Hoods should only be worn if it is raining or in very cold conditions Hats or scarves associated with gang/group membership. Summer Uniform consists of: Girls Blue FHS House Polo shirt Black shoes Black trousers or skirt (Black or white socks) Black or white head scarf Blazer is optional (no other type of jacket can be worn) No trainers, sandals or open toe footwear Boys Blue FHS House Polo shirt Black shoes Black trousers Blazer is optional (no other type of jacket can be worn) No trainers, sandals or open toe footwear Only FHS House polo shirts are allowed to be worn as part of the summer uniform. Students not wearing the summer uniform MUST wear the normal FHS school uniform (blazer is optional) Non uniform items will be confiscated.

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Conduct in Assemblies

The Ground Rules should be enforced at all times I. Before the assembly. Students To line up in playground area outside the assembly hall. Line up in register order in forms. Students to line up in silence so that the register can be taken. Form Tutor/Staff Waits for students at front of form queue. When the TLR1 signals, leads form in single file into assembly hall. II. In the Hall. Students Enter the hall and sit in designated area for their form. They sit in register order. Enter in silence. Tutors/Staff Ensure that students enter quickly and deal with any disobedience of the Ground Rules by asking students to stand at the side of the hall. They are to be seated down the side of the main body of students Take register in hall if not already taken in playground. Tutors do not call out names but use a glance method. Stand by form groups. TLR1/SMT Either TLR1 or SMT must be in the hall to welcome students as they enter. They must reinforce ground rules for assembly. Assembly to be led by TLR1 or SMT, although contributions are encouraged from form tutors and students, by request. All assemblies should be in line with the Year team ethos and the planned theme. III. Leaving the Hall Students to be dismissed in register order. Students to leave the hall in silence Students led out of assembly hall by form tutor. Role of Duty Teams Supervisory duties are the statutory responsibility all teaching staff in order to maintain good discipline among the students and to safeguard their health and safety when they are authorised to be on the premises. 41

Students are not allowed to leave the school premises at any time without their parents permission being first obtained. Please be positive, firm and prepared to take the initiative whilst on duty.

Conduct in the Corridors and Stairs

Students are expected to walk on the left at all times. No running is permitted under any circumstances. Outside classrooms, students should line up, quietly, in single file, outside the classroom they are waiting to enter. The line should start by the door of the classroom. There should be no shouting and screaming. Movement around the school should be calm and orderly. Staff moving between buildings and classrooms, are asked to support students to behave appropriately. There are CCTV cameras in most corridors around the school to support positive student behaviour.

Conduct in the Playground

Students are permitted to play the following games in the playground; Pat-ball Basketball (near the basketball hoops only) Other ball games that are organised by a member of staff or a sixth former. Large games of football are not permitted. Students caught playing violent games will be removed from the playground and sanctioned appropriatley. There is a member of the SMT on duty during all break and lunchtimes (at times there are two). Please call upon them if there are any problems. The following rules have been compiled by the student council; Environment; No Littering always throw your litter away No climbing on pat ball walls No climbing onto any roofs or up/under walls/barriers. Do not destroy or trample on the plants No eating in the main playground 42

 Respect others Do not disturb the classes that are being taught Respect all staff on duty, by following instructions Please do not enter the buildings unless attending a club, the library or the toilet.

Challenging Behaviour
Dealing with Challenging Behaviour in the Classroom; Three Strikes
Remember that you are in charge of the learning environment. Maintain control at all times by being firm, fair and consistent. If a student breaks one of the school ground rules, it is important that you intervene. If the student responds straight away then the problem is resolved. If the student does not respond accordingly then put into place the 3 Strikes Rule: Before the start of a lesson please be aware of who is teaching in the surrounding classrooms next to you in the event that you need to place as student in another classroom. Strike 1 Name on the board Explain to the student that they are on their first strike. In order to maintain a consistent approach, staff are asked to use the following statement; This is your first strike and I am placing your name on the board. I would like you to follow the school ground rules so that I can reward you with achievement points. If your behaviour does not improve you will receive a second strike and I will ask you to sit in another part the room It is good practice to speak to the student quietly in an assertive manner, one to one and not in the earshot of the majority of the other students. Strike 2 Move the student to another part of the room If the offending behaviour persists, the student will be moved to another part of the room / teaching area. If the student complies, do not log this on SIMS as the matter has been resolved. In order to maintain a consistent approach, staff are asked to use the following statement; This is your second strike. You have already been warned, so now I will ask you to move seat. You will need to do this straight away. It is important stay with the school policy and with what you have decided and move the student. Be calm, firm and assertive. Once the student is seated explain to them the following;

Conduct in the Classroom

The normal school ground rules apply, however students must adhere to the following; Boy/girl seating wherever possible Student bags should not be on the floor Students should be sat wearing their full school uniform (including their blazer). This should be checked by staff as the students are entering the classroom. Students need to have their student planners out on their desk at the beginning of the lesson. Teachers and staff are asked to use the 3 strike rule (see page xx) when there are behavioural issues. For level 3 incidents, place a student On call. A member of the SMT will attend and remove the student. There are CCTV cameras in most classrooms in the school to support positive behaviour.

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This is your opportunity to settle down and get on with some work. Please remember that I want you be able to praise you for your positive attitude and for completing your work. If you do not meet my expectations you will receive another strike and be moved to another classroom If the student complies, do not log this on SIMS as the matter has been resolved. Strike 3 Move the student to another class Should there be no improvement in behaviour, the student is to be sent to another classroom. Please send them (with work) to the classroom that you identified before the lesson. Send the offending student with a trustworthy one and ask them to explain to the receiving teacher that the student has had three strikes. Give them a note that also asks teacher to send the student back to you at the end of the lesson. If you have another member of staff supporting you in the class, use them instead. It is important to stay within the school policy and with what you have decided and move the student. Be calm, firm and assertive. Do not shout. If you are to raise your voice ensure that it is controlled and measured. If the student is defiant and refuses to move, place the student On Call and send for a member of the SMT. Explain to the student that this is the next course of action. The member of SMT On Call will always remove the student from the classroom/teacher area.

Levels of Interventions
Incidents are categorised into three sections; Low Level 1; class teacher/form tutor/teaching assistant/learning mentor Medium Level 2; TLR1/TLR2 High Level 3; SMT Each levelled incident is the responsibility of respective members of staff. The intervention includes dealing with the incident from start to finish and then passing the information on to others via logging the incident on the SIMS behaviour module. Once the situation has been dealt with the incident should be marked as resolved on the behaviour log. If an incident takes place within the classroom at L1 then the incident should only be logged after you have reached the 3rd strike or if an On Call is made. In order to maintain a consistent approach it is vital that incidents are dealt with by the respective members of staff. For instance, if a fight takes place in a classroom, this is a High level 3 incident. A member of the SMT must be called immediately to deal with the situation via On Call. All incidents on the diagram relate to the logs that can be made on the SIMS behaviour module.

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Levels of Intervention
Theft Fighting Assault Defiance Drugs/Alcohol Serious Bullying Incident Bringing schools name into disrepute Incident involving a weapon Allegation towards staff from student

SMT Intervention

LEVEL 3 High

TLR 1/TLR 2 Plagiarism Intervention Homophobic incident Persistent Bullying Racist incident Rude & offensive Abusive & threatening behaviour/language Truancy Classroom teacher Disruptive /Form Tutor et al Behaviour School uniform Dishonesty Lack of school equipment Detention Bullying (i.e name calling) No diary Incomplete CW None attendance to SGT Lateness to lessons Mobile phone Lateness Homework not completed LEVEL 1 Low

LEVEL 2 Disrupting the Medium learning of others Damage to school property Persistent Lateness Dangerous behaviour Poor Attendance Aggressive behaviour

Deputy Head/Head teacher

Level 2 Medium

Cause of concern; discuss at SEN PP meeting

Log incident and resolve or refer

Lead teacher

Log incident and resolve

Assistant Head teacher

PE

Level 3 High

TLR 1

PE

* Only after 3rd strike off or On Call

Levels of Interventions:

Parental engagement (PE)

Traffic Lights

Log incident and resolve or refer *

Class teacher

Form Tutor

Level 1 Low

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Flow Diagram; Dealing with Challenging Behaviour Level 1

Incident/Situation L1 intervention L2 incident/situation, refer to TLR L3 incident/situation, refer to SMT Student/s complies Student does not comply

Flow Diagram; Dealing with Challenging Behaviour Level 2

Take statements from students involved. Keep students separated so that they cannot interact with each other. If you suspect that student/s may have a mobile phone and use it interact with others, carry out a search & confiscate (TLR1s & SMT only) L2 Incident/Situation TLR intervention Investigate the incident/situation Take a statement from any staff that may have witnessed the incident Incident escalates to L3; refer to SMT Use On Call if necessary TLR to log the incident on SIMs Beh Module or to Log the action taken if referred from a L1 intervention

Staff praises student/s

3 strike rule employed

incident escalates to L2; log the incident on SIMS as unresolved; refer to TLR to resolve Staff to log the incident on SIMs Beh Module (resolved)

Student/s complies

Student defiance

Discussion with students involved (keep them separate). Give each student an opportunity to be heard. Inform parents. Initially by phone and then confirm in writing, include any sanctions that have been imposed.

Staff praises student/s

L3 SMT On Call

Update SIMs Beh log on what action has been taken

On the balance of probabilities, make a decision on what took place. Present recommendations to the respective AHT on what action needs to be taken.

As the teacher you are responsible for the behaviour in your classroom. Please take responsibility for resolving issues that arise in your lesson. Please remember that logging an incident is not a sanction. SIMS is a tool that we use to monitor behaviour and to inform our practice.

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Flow Diagram; Dealing with Challenging Behaviour Level 3

L3 Incident/Situation Take statements from students involved. Keep students separated so that they cannot interact with each other. If you suspect that student/s may have a mobile phone and use it interact with others, carry out a search and confiscate SMT intervention Investigate the incident/situation Take a statement from any staff that may have witnessed the incident

If a student has been placed in your classroom (after their third strike) and is problematic, place them On Call. They have already had 3 strikes.

Dealing with Challenging Behaviour in the Classroom; On Call

SMT to log the incident on SIMs Beh Module or to Log the action taken if referred from a L1/L2 intervention

On Call SMT will be on call throughout the school day to support staff with incidences of poor behaviour. Once a call has been placed, a member of the SMT will attend. In all circumstances the student will be removed from the class/area. On Call is there to support you, please be reassured that SMT will help you with all situations. Sometimes classes will be difficult to manage, do not suffer in silence, ask for support. In class incident Students should be placed on call once the following has taken place.

Discussion with students involved (keep them separate). Give each student an opportunity to he heard. On the balance of probabilities, make a decision on what took place.

Complete Behaviour Summary sheet; attach statements/ SIMS reports on Beh & Achievement points & present to AHT/LBP

Update SIMs Beh log on what action has been taken if the decision is to place a student in seclusion Update SIMs Beh log on what action has been taken

Incident
Student is given 3 strikes and refuses to leave the classroom Fighting Assault Defiance Persistent Disruptive Behaviour Drugs/Alcohol Theft Persistent Bullying Incident involving a weapon Student is given 3 strikes and is moved to another classroom. In the 2nd classroom there is another incident.

If the incident calls for a referral to the LBSC/FTE or PE the AHT/LBP will present the case to the HT for a decision

Student placed On Call

Key: LBP - Lead Behaviour Professional LBSC - Learning & Behaviour Support Centre FTE - Fixed Term Exclusion PE - Permanent Exclusion

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Sanctions
Featherstone High School adopts the practice of secluding students as part of a tiered approach to managing behaviour. When secluded, students are encouraged to reflect on the incident that led to the referral and to consider what they have learnt from the situation to ensure that there is no repeat. The student will receive a mentoring session (the duration will depend on the incident and the issues presented) from one of the learning mentors to support their learning, helping them to remove any potential barriers. Seclusion is when a student is removed from attending normal lessons and works under the supervision of a designated member of staff. In the first instance this will take place in the seclusion area, however seclusion can take place in other designated areas of the school as specified by SMT. Only members of the SMT can make a decision to refer a student to seclusion. This decision will be made if the student is related to an incident and medium or high level (refer to Appendix X). The respective AHT will complete behaviour summary sheet with all of the details related to the incident. This will include statements and details of the students educational needs as well as their behaviour and attendance record. In order to ensure that there is a consistent approach to sanctions, the summary will be discussed with the AHT/LBP. The Head of Social Inclusion oversees the placement of students in Seclusion and must be consulted before any student is placed in the area. There are seven booths in seclusion therefore places must be booked in advance of placing a student in the area. Seclusion is staffed from 08.45 to 14.15. Seclusion is a silent working area and students are not permitted to interact with each other. Referrals to seclusion are for a maximum of three whole school days. Staff who staff the area will ensure that students are on task and remain focused whilst in seclusion. Normal school ground rules apply. Students who refuse to comply after three strikes must be placed On Call and a member of the SMT be called to intervene. Students spend the whole day in the area including break and lunchtimes. Students can bring in a packed lunch or order a roll/ sandwich from the canteen. Students are not permitted to leave the 53

area even if they are normally home lunch. The TLR1/AHT for the respective year group is responsible for providing work for the student placed in seclusion. Work will primarily be available on Fronter. In other cases, the delegated TLR1 is responsible for ensuring that the student has enough work to complete. The AHT is responsible for ensuring that a letter is sent home to the parents/guardian, explaining the circumstances of the decision to place the student in seclusion. On leaving seclusion the student will be placed on TLR1 report as a minimum.

Exclusions

Featherstone High recognises that the welfare of the child is paramount. Exclusions from the school community, whether fixed term or permanent, are damaging to a students self esteem. They diminish the sense of belonging to the community. As such they are used sparingly and only as part of overall behaviour which seek to develop a culture of inclusion, ownership of and responsibility for ones own behaviour. The Decision to Exclude The decision to exclude a student is will be taken in the following circumstances:(a) In response to a serious breach of the Schools Student Discipline and Behaviour Policy (b) If allowing the student to remain in School would seriously harm the education or welfare of the student or others in the School. Exclusion is an extreme sanction and is only administered by the Headteacher (or, in the absence of the Head, the Deputy Head who is acting in that role). Exclusion, whether fixed term or permanent may be used for reasons which constitute examples of unacceptable conduct, and are infringements of the Schools Student Discipline and Behaviour Policy. The Headteacher may exclude a student for one or more fixed periods not exceeding a total of 45 days in any one school year. Permanent Exclusions Featherstone High School seeks to avoid permanent exclusions. These take place only for very serious incidents. There are two main types of situation in which permanent exclusion may be considered. 1. The first is a final, formal step in a concerted process for dealing 54

with disciplinary offences following the use of a wide range of other strategies, which have been used without success. It is an acknowledgement that all available strategies have been exhausted and is used as a last resort. This would include persistent and defiant misbehaviour including bullying (which would include racist or homophobic bullying) or repeated possession and or use of an illegal drug on School premises. 2. The second is where there are exceptional circumstances and it is not appropriate to implement other strategies and where it could be appropriate to permanently exclude a student for a first or one off offence. Standard of Proof The standard of proof applied when moving to exclusion is that of the balance of probabilities. This means that the Headteacher will decide that it is more probable than not that the student did what he or she is alleged to have done. Action Following Any Exclusion Following any exclusion of whatever type or duration, the Headteacher will: Inform the parents of the period and nature of the exclusion Give the reasons for the exclusion Advise the parents about rights of representation about the exclusion to the governing body and how these representations may be made Make arrangements to provide suitable full time education from the sixth day onwards for students who have been given a fixed period exclusion.

The Learning & Behaviour Support Centres (LBSCs)

The Learning & Behaviour Support Centres (LBSC) are part of the whole-school policy and strategy to support behaviour for learning and inclusion. The Head of Social Inclusion has oversight of both of the centres. There are two LBSCs, KS3 and KS4. The work of the LBSC is specifically designed to aid the reintegration of the student back into mainstream classes as quickly as possible. The LBSC is a place that supports students in removing the barriers to their learning by raising their self-worth and motivation in a caring and positive atmosphere and thus fulfilling ECM outcomes. Links will be made with external agencies to provide alternative provision if and when appropriate. 55 56

Referrals to the LBSC can be made via SENplan meetings and or SMT meetings. The final decision to accept a referral will lie with the AHT/LBP. Students can be referred to the LBSC for a number of reasons. For instance; As an alternative to a fixed term exclusion A one off serious incident A serious of incidents Failure of LBP report Persistent disruptive behaviour The timings for the KS3 centre are as follows; Start: 10.15 End: 15.45 The timings for the KS4 centre are as follows; Start: 08.30 End: 14.15 The ground rules and policies that are in the main school, apply in both LBSCs. It is important to support students to adhere to these rules as its supports their reintegration back into the mainstream. Once there is a distinct improvement in the behaviour and attitude of the student they will return core subjects in the instance and placed on LBSC report. The learning mentor attached to the LBSC will make recommendations to respective members of the SMT. Groups sizes will be small, no more than eight. All students will have weekly one to one mentoring sessions as well has having a considerable amount of group mentoring sessions. The sessions will focus on a number of issues related to behaviour for learning. It is important to maintain boundaries and to use the school systems to support you if behaviour becomes problematic. Use the three strikes rule and the On Call system. Remember to use the achievement points to reward good behaviour. Do not allow students to blackmail you into giving them positive points.

improve their behaviour. At all points of placing a student in detention parents must be contacted and informed of reasons, targets (if appropriate) and time frame. This can be done via student services. Student services will contact the parent/guardian via one of the following mediums; SMS text message Email Phone Letter

Requests to student services must be made before the following times; KS3 - 1.30pm. KS4 3pm. When making a request to student services please include the following details; Full name and form of the student The reason why the student has been placed in detention The time frame; start and finish time The targets if the student needs to address i.e get to lesson on time/ wear school uniform correctly Member of staff placing them in detention Without all of these details the message will not be sent. An excel spreadsheet will be kept on the shared area which will detail which students are in detention on the respective day. This will be maintained by student services. Pastoral Reports & Detentions 1. Form Tutor Report Trigger 50 points or one off incident Sanction 10 minute detention whilst on the report 2. TLR Report Trigger 100 points or failed FT report Sanction; 30 minute detention whilst on the report Placed on TLR report if failed FT report 3. AHT Report Trigger 150 points or failed TLR report Sanction; 30 minute detention whilst on the report Placed on AHT report if failed TLR report 58

Reports & Detentions

Detentions are used as a measured approach to support students to 57

4. LBP Report Trigger 200 points or failed AHT report Sanction; 45 minute detention whilst on the report Placed on LBP report if failed AHT report Failed LBP report lead to FTE/LBSC or PE All students should stay for the duration of their detention. No deals, even if the student has had a good day. Once a student has succesfully completed a report (at any level) they are off the report system. For example, if they complete a TLR1 report if they do not move down to FT report. Faculty detentions Staff can issue faculty detentions in line with the following guidance. 1. Class teacher 15 minutes Trigger for incomplete homework/classwork/coursework/ late to lesson 2. Lead Teacher 30 minutes i.e. Non attendance to CT detention/moved out of class after 3 strikes Late to School Students who are late to school will be issued with a same day 45 minute detention at the end of the school day. Student who fail to attend will be issued with a detention to complete the following day. This will be followed up by the TLR team. Acts of defiance should be referred to the respective AHT.

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Attendance
Attendance is one the main factors that will influence the success of a student at school. The most important thing is to attend all lessons. Sometimes missing just one lesson means that the student misses key information and starts to fall behind. The evidence is clear, if a student does not attend school on a regular basis (at least 95% of the time) they will underachieve. The graph below shows the relationship between attendance and attainment at passing 5 GCSEs. Students who attended school for over 95% of the time, had a 62% pass rate at GCSE. A drop of 10% to 85% attendance saw their chances of passing drop to only 19%! The governors have reviewed this information and have made the following decisions regarding student attendance. Requests for holidays will not be authorised, even if the students attendance is over 95%. A maximum of 10 days will only be authorised if there is an emergency. Please remember that only the Headteacher has the authority to

authorise student absence form school. If a student is granted 10 days and they fail to return within expected deadlines the student may be removed from the school roll. If leave is unauthorised but is still taken, a fixed penalty notice could be issued by Ealing Local Authority. Local Education Authority Officers, Head Teachers and the Police have the power to issue penalty notices to parents of children who have irregular attendance and registered at Ealing Schools. The Council will issue such notices in cases of truancy, parentally condoned absence, unapproved holidays, irregular or low attendance where absences are unauthorised. Parents will initially receive a warning and offered a time period to improve attendance. However cases of persistent unauthorised absence may be fast tracked to court. Penalty notices are an alternative in the form of a fine, to prosecution. There are 2 levels of penalty notice- 100 to be paid within 42 days, reduced to 50 if paid within 28 days. There is no right of appeal against the penalty notice. Members of the Social Inclusion department will support parents and students to improve attendance; however the school will follow these aspects of the law where appropriate by referring appropriate cases to the LA senior education welfare officer. The Law Parents/guardians are responsible for making sure that their child of compulsory school age (5-16) is school registered, attends school regularly (at least 95% of the time). If they do not they are committing an offence under section 444 of the Education act 1996. There are two types of offence 1. If a child of compulsory school age who is registered at a school fails to attend regularly at the school then the parent is guilty of an offence under Section 444(1) of the Education Act 1996. Here the maximum fine is 1000 per parent per child. Other disposals may be in the form of conditional discharges or issuing of Parenting Orders. It is a strict liability offence. The proof required that the offence has been committed is the school attendance certificate that shows that the child has failed to attend regularly. 2. Since March 2001 there has been a further offence. This is called an aggravated offence. It is when a parent, knowing that their child is failing to attend regularly at school, fails without reasonable justification to cause him/her to attend (Education Act 1996, section 444(1A) as amended by the Criminal Justice and Court Service Act 2000), i.e. the parent knew of their childs non-attendance and failed, in the absence of any good reason, to do anything about it. On conviction can lead to

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a custodial sentence, a community sentence, Parenting Order or a fine of up to 2500. The Register Staff are to take the electronic register via the SIMS Lesson monitor module for every lesson (within the first 10 minutes). Students who are present are to be issued with a mark. The codes are as follows; / \ B C D E F G I J L M N O P R S U T V W Student is present (AM) Student is present (PM) educated off site other authorised circumstances dual registration excluded extended family holiday (agreed) family holiday (no agreed) Illness interview late (before registration is closed) medical no reason yet given provided for absence unauthorised circumstances approved sporting activity religious observance study leave late (after registration closed) traveller absence educational visit work experience

(on the first day of absent (by 9am) to explain the reason for absence. If the school has not received a reason for absence, phone calls will be made to the parents/carers (via a call centre) to ascertain the reason for absence. If there are patterns of absence, the schools attendance officer will contact parents and arrange to meet them to discuss the schools concerns and to work with the parent/guardians and student to improve their attendance to school. Form tutor; When the student returns to school, please make a note of asking to student why they have been absent (if the register shows a N). The student should have a note in their diary from their parent/ carer explaining why they were absent from school. The student needs to report to student services (during break/lunch time or after school) so that the reason for absence can be recorded. Persistent Absentees (PA) PAs are students whose attendance percentage is below 85%. PAs will be on dual registration and parents will be placed on an attendance contract. Lateness to School Students who are late to school must report to the main school reception to be signed in. At reception they will receive a late stamp in their diary and informed that they will be placed in a late detention (on the same day) for 45 minutes. Parents will be informed that their son/ daughter has been late to school via a text message or a phone call. Students who are persistently late to school (6 lates or more) will be placed on dual registration. KS3 students will have to report to the attendance officer at 08.25 in reception. KS4 students on dual registration will receive a call from the attendance officer at 9.30 am to encourage them to attend school on time. They will need to arrive in reception by 10.15. Lateness to Lessons Students who are late to class must be logged as late (via lesson monitor) using the code L. The number of minutes that they are late to your lesson needs to entered also. Lateness to lessons will be addressed within departments in line with department behaviour and attendance policies. 64

The highlighted codes are the ones that class teachers should be using. The other codes are used only by office staff or members of the social inclusion department. Registration is closed once the electronic register has been saved. Staff who do not take their register will receive a gentle reminder (by email or via SIMS) reminding them to take their register. Please note that taking the attendance register correctly is a statutory obligation for staff. Videos on how to take the register on SIMS along with other useful tips are available on the staff shared area via Clickview. Absence from School If a student is absent from school their parent/carer must ring into school 63

Truancy If you suspect that a student is truanting your lesson (i.e. other students in the class say he/she was present in previous lessons or they have received a mark in previous lessons) please email the attendance officer ([email protected]) who will investigate where the student is and get back to you. Please cc the following people into the email; Lead teacher TLRPP Students form tutor All students who truant a lesson/s will have a message sent home to their parents via School comms. NB; Truancy a level 2 intervention; TLR The 2002 MORI Youth Justice survey of young people showed that those who play truant are more likely to offend than those that do not, with two-thirds (65%) of truants having offended compared to less than a third (30%) of those who have not played truant.. Good attendance is a major predictor of high attainment. When children and young people are not at school they can be at risk. Twenty three percent of young offenders have been truants. Reid (1986) Truants are more likely to end up unemployed and have poor life chances- socially, professionally and economically Reid (1999). Whilst there are many initiatives now in place to tackle truancy (for example: some schools have a system in place to contact home on the first day of absence, truancy patrols, attendance contracts, high profile prosecutions, etc. www.dfes.gov.uk/behaviourandattendance) these methods can be seen as a response to truancy rather than tackling its underlying causes. To break the cycle of poor attendance, underlying causes need to be identified and addressed in a positive and proactive way. It is clear also that patterns of poor attendance are emerging in primary schools. Thirty years ago, truancy in primary schools was relatively rare. Reid (1999) states that 35% of truancy and other forms of nonattendance begin whilst students are at the primary stage. 65

He goes on to suggest (Reid 2002) that there are three types of truancy: Low-level truancy where children and young people take an occasional day off as relief from the daily pressure of school life. This type of truancy is not regarded as serious. However, specialist leaders should explore patterns of low level truancy in their own setting and attempt to identify children at academic, emotional or social risk Persistent low-level truancy - this includes: - Parent/carer condoned absenteeism - Specific lesson absence - Post registration truancy High level truancy - where childrens learning is seriously damaged by non-attendance Initial absenteeism can go undetected. Once patterns of nonattendance are entrenched it becomes harder for children to return to school. There is a need for early identification and preventative strategies to avoid low attendance becoming habitual. It is essential to have in place a system for supporting children and young people as they try to reintegrate after long periods of absence. Reid (2002) through research, teaching and consultative activities over more than 30 years with truants and persistent absentees has noticed that: Playing truant imposes significant psychological consequences upon the individuals concerned. The first act of truancy requires a certain amount of courage. The vast majority of truants and persistent absentees are bored when absent from school. The majority would never become persistent absentees or truants if they had their time over again. The effects of truancy include further reducing already fragile selfconcepts, often to the point of encouraging a dependency culture which, in some cases, persists throughout adult life. As a result, vulnerable adults can become locked in a life of crime, failed relationships, poverty, frequent job changes and unemployment. 66

Bullying & Cyber Bullying

It is important that all staff, students and parents/carers pledge to work together to create a school community where bullying is not tolerated. Bullying is never acceptable. It takes away a persons sense of being safe. Our first ground rule calls for students to keep their hands, feet and unkind words to themselves. What is bullying? Bullying is a deliberate attempt to hurt, threaten or frighten someone. It can be physical, or mental and includes: Insults Physical Violence Using cruel nicknames Isolating someone Making threats Writing lies about someone Taking or hiding property Spreading rumours Being unfriendly Teasing

How can we Stop Bullying? Tell and report Students must be encouraged to tell a friend, teacher or parent, as it is difficult to help them if they do not. If you do not tell, the bullying will carry on and can get worse or the bully may start to pick on other people. Staff should not ignore acts of bullying no matter how minor. It is important for staff to keep parents/guardians informed at all stages. The level of incident (refer to Intervention document) will depend on which member of staff deals with the incident. Ask for Help advise students not to take the law into their own hands, it can make things worse. Students should always report incidents/issues to a member of staff. Mentoring and Counselling bullies need to change their ways. Good advice and support can help them do that. Students can be referred to the SID via the TLR1 PP or they can self refer. A self referral form can be accessed via student services, the library, Fronter or PEN. Listening the victim of bullying (and the perpetrator) need to be 67 68

given time and support. Taking it Seriously all incidents will be investigated and appropriate measures taken. Staff should always deal with bullying concerns Sanctions Students who bully others can expect to be sanctioned. Serious acts of bulling may result in students being placed in the LBSC or receiving a fixed term exclusion. Extreme acts of bullying may result in a Head teachers decision to permanently exclude.

Appendices
1. 2. 3. 4. 5. 6. 7. 8. 9. Every Child Matters Legal Powers & Duties Rights & Responsibilities Maslows Hierarchy of Needs Adolescent Development Puberty The Social Inclusion Department The Referral Process The Use of External Agencies

10. SEN; Behaviour, Emotional, Social difficulties ? Waves of Intervention 11. ADHD; Tips for staff 12. Use of Reasonable Force 13. The Power to Search 14. Beyond the School Gate 15. Allegations of Abuse Against Staff 16. SIMS; Behaviour and Achievement Module 17. Behaviour for Learning Checklist

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Childrens Trust arrangements

KS2 maths

of tw

Every Child Matters to strengthen preventative The Green Paper built on existing plans services by focusing on four key themes: Outcomes FrameworkStay Safe e Healthy

Outcomes Child health improved, Every young person with All young people Sign hance children and Parents satisfied with Every child ready for Every child ready for KEY the skills for adult life and participating in positive 202 ung peoples wellbeing, with the proportion of the information and success in school with at secondary school, with at NI Indicator drawn from local government refers rticularlycross-government PSA or indicator led byandDepartment for Children, at key obese the overweight support they1-198 across government) National Indicator Set receive least 90% developing well* Several indicators have been grouped together for presentationalstudy with at ** these indicators are also an integraldeath of a person least 90 per cent achieving further purposes. least to incidents that resultto the part of the NHS activities in develop you Schools and Families Government published a Green Paper called Every Child (DCSF) (numbered These are: *** In 2003 the children reduced to across all areas of the Early NI 73 - % L4+ KS2 Englishthe maths and NI 74 - % L5+ 90 per cent maths at or above and expected personal and social skills, a fo nsition points in operating framework, Vital Signs for 2008-11. The framework beco Educational Needs KS3 English and achieving the PSA or indicatorThis another department, where alongside theSEN Specialresponse to the report led by was published the Department is at formal is one of the 16 statutory targets for education and earlyStage - NI 93 - % making 2bothof progress in KS2 English, NI 94 - % making 2of five higherhttp://www.dh.gov.uk/en/Publicationsandstatistics/ Publications equivalent levels promote well-being and or fi 2000 departments to ensure that the Years Foundation years eir lives Matters. with other governmentlevels level in levels English and working closely S Indicator PublicationsPolicyAndGuidance/DH_082542 Physically Mentally and Sexually Profile by age 5 Healthy Choose Safe in KS2 Attend and data and impact on children and young people clear and available to NI 95 % in KS3 into the death of Victoria isClimbi, the young Agirl who was horrifically drawn from the national not of progress from maths, Safe from making 2Safe from progressSafe from by age 19;security, Ready for behaviour that Achieve reco GCSEs reduce mathematics by -age 11 levels of level crime English, Have and L healthy local childrens and young peoples indicator lifestyles emotionally healthy to take illegal 96 - % making 2 levels accidental in KS3 bullying and - % making and maltreatment, school enjoy school stretching stability Aims local areas NI of progress maths, NI 97 2 levels indicator great aunt and performance managementKEY reporting and and anti-social of puts them at risk first healthy drugs neglect, national injury and discrimination at in KS4 70 per cent abused and tortured, and eventually killed by her set. Collection,the Director andtheMember for Childrens progress in KS4 English and NI 98 - % making 2 levels of progressleast maths are cared for accountabilities lie with Lead violence and death behaviour in equivalent achieving Indicator drawn from local government National Indicator Set educational set cross-government -PSA or indicator led by the Department NI 100 - % children in care L4+ NI the * Sev Services on behalf of strategic partners and in respect of local - NI 99 % children in care L4+ KS2 English and for Children, man with whom they lived. sexual standards at and out of Schools and Families (DCSF) (numbered 1-198 Th Childrens Trust arrangements KS2 maths of two A levels by age 19across government) Act exploitation primary school school

Every Child Matters

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Increase the PSA 9 Halve the number of Supported by: violence and educational death behaviour in educational 5-19 year olds participating at population, on the way DCSFs Departmental achieving by the age of 19 L development d young peoples safety proportion of socially DCSFs Departmental educational achievement intheleast 3 number of children and children in poverty by 2010- DCSFs Departmental sexual standards at / DSO 5) Achievement of a andAchievement of out of and enjoy standards at (P and math NI 72 (PSA 10 / DSO 3) path NI 79 (PSA 10 NI 15 NI 38 (PSA NIfurther hoursand young sporting NI 17 (PSA NI 99-100* (PSA Strategic Objectives to 0 (PSA 12 / DSO 1) Emotional health adults in settled 25) Drug related (class A) excluded Strategic Objective to of69 (PSA 13 / DSOweek of all children per 2) Percentage ensuring a worldclass 23) Perceptions of to Strategic Objectives to young people on the 11, on the way to eradicating 11 / DSO 4) Looked after NI 82 (DSO 4) Inequality gap in the 19 L exploitation primary qualification by the age of school school Early Years recreation secondary opportunities L experienced base by 2020 at least 78 points across the Level 2 offending rate safeguard the young and of children who have anti-social behaviour world class children well-being - children and young accommodation and people skills achieve to success child poverty by 2020 reaching level 4 in each of English ensure young people are 107 S achievement of a Level 2 qualification schoolNINI 28(D Foundation Stage with at least 6 in each of bullying L 14 / DSO 6) Under 18 and maths at Key Stage 2 LSand achieving ple user perception L employment, education or Rate of hospital admission standards in education participating NI 11 (PSA for Black NI 80 age of 19 L NI 39 (PSA 25) vulnerable (DSO 2) NI world by the (PSA 10 / DSO 5) Achievement of a PSA112 Narrow the PSA 4 Promote 34 (PSA 23) Domestic violence ** the scales in Personal Social andPSA 20 Increase long Emotional NI 29 (P training (DSO 3) and close the their potential to 18 and Level 3 qualification by the age of 19 L per 100,000 for alcohol related harm NIconception rate***2) Hospital class science and 70 (PSA 13 / DSO admissions NI 101 (PSA 3 (PSA 12 / DSO 1) Prevalence gap in educational L term NI 108 (D Development and Communication, housing supply and 11 / DSO 4) Looked after keep NI 83 (DSO 3) Achievement at level 5 or NI 41 (PSA 25) Perceptions of drunk or gap in educational beyond (DSO 5) and caused by unintentional and deliberate in the UK reastfeeding at 6 - 8 weeks from21 Build more NI 174 PSA achievement 14 / DSO 6) Reduce the innovation rowdy behaviour as a problem affordability children reaching 5 A*- C GCSEs (or NI 115 (PSA between for Black Language and Literacy LS above in Science at Key Stage 3 LS NI 85 (PSA 4 / DSO 5) Post-16 NI 113 (DSO 1) Prevalence of Chlamydia achievement for children children 4 (including and young injuries from low andpeople people L equivalent) at Key Stage Live in h*** L workfo children a of young young proportion for Attend and cohesive, empowered and year olds*** Achieve in under Achieve 12 Improve the Engage in to children income frequently Address the Develop 13 disadvantaged Engage in the Ready for Engage Supported by: in Live Build more in decent Access to Raise the Achieve Develop self- Improve children Develop 25 PSA PSA 22 Deliver PSAfrom PSA 16 73-74* (PSA 10 / DSO 3) Proportions Supported by: of PSApeople 10 PSA 2 participation in physical sciences (A by: Improve the skills of Supported Level PSA 15 PSA 21 NI Increase NI 84 (DSO 3) Achievement of 2 or more A*- C (PSA 11 / English and maths)and on the path to LS and disadvantaged l5 (DSO 1) Obesity among active communities enjoy school stretching decision(DSO 2) and further personal and well-being of employment cohesive, and homes transport households stretching positive NI 42 (PSA 25) Perceptions of drug use confidence enterprising Physics, Science GCSEs equivalent NIusing illicit Children who have run 71 making law-abiding disadvantage that health successful Olympicdrugs, alcohol or volatile DCSFs Departmental andbackgrounds (DSO4) young peoples safety proportion of socially level 4 or above in both empowered and educational achievement DCSFs Departmental the population, on the way orDCSFs Departmental success (DSO 6) participa pupils achieving grades in Chemistry and maths) L L NI 120 (DSO 1) All age all cause backgroundsand their Strategic Objective to or drug dealing as a problem and substances L and overnight Lrelationships support home/care education, and children and young people Paralympics games with a positive individuals experience and successfully behaviour social sustainable material children and young free from national away fromthe secure excluded adults in maths at each of Key Stages 2 to NI 102 (PSA 11 /allgoodsAchievement low to ensuring a worldclass Strategic Objective of DSO 4) Strategic Objectiveseducatio to mary school age children in PSA national 23 Make mortality rate*** active communities English and settled NI 90 (DSO 5) Take up of 14 19 peers educational community and employment development communities educational and (with Department of sustainable legacy andbehaviour in because choose not Children killed or seriously injured get accommodation and safeguard the young and betweenpeople eligibleincome school skillsNI 87 (DSO 3) Secondary school persistent base by 2020 gap pupils for free achieve world class 19 and 2 eption Year*** L NI 48 deal with communities safer (PSA 12 / DSO 1) Levels thechildhood andtheir gender, of well-being of health LS learning diplomas the to bully and PSA 26 Reduce the risk to and their peers achieving the standards at environment young 6) Reducerace, disability, age, sexual orand 3 education or training on and Health) enjoy and of standards at more NI 111 (PSA 14 / DSO out of children and youngin road traffic accidents significant life absence rate LS L standards in education soci children and employment, vulnerable (DSO 2) meals (FSM) obesity four number of first time entrants to the discriminate PSA 11 Narrow the PSA 4 Promote world 6 (DSO 1) Obesity among primary the UK primary school leaving school recreation school peopleorientation, religion or belief secondary changes and NI people taking part in high (DSO 1) training 75 (PSA 10 / DSO 3) Proportion of and its interests level at Key Stages 2 and 4 L expected (DSO 3) NI 91 (DSO 5) Participation of 17 and close the Criminal Justice System aged 1017 L classNI 92 (PSA 11 / DSO 4) Narrowing the gap science and ool age children in Year 6*** L school challenges pupils achieving 5 or more A*-Coverseas from international gap in educational GCSEs quality PE and sport year-olds in lowest achieving 20% inL education orgap in educational training the between the PSA 21 Build more including English and achievement between innovation in the UK NI 104 (DSO 4) The SEN / non-SEN gap NI 106 terrorism (or equivalent) achievement for children (D (PSA 13 / DSO 2) Preventable child 7 (PSA 22 / DSO 1) Percentage of Early Years Foundation 6) More PSA 25 Reduce the cohesive, empowered and children English and maths achieving Key Stage 2from low income income b NI 110 (PSA 14 / DSO Stage Profile and maths LS from disadvantaged 6 year olds participating in at least 2 deaths as recorded through child PSA 15 rest LS the the Address in Positive Activities L harm caused by alcohol active communities threshold Land disadvantaged higher ed participation backgrounds (DSO4) rs per week of high-quality PE and review panel process disadvantage that NI 81 (DSO 4) Inequality gap in the and drugs backgrounds and their NI 93-98* (PSA 11 rt at schoolthe the percentage2of Improve the skills of PSA 23 Make individuals experience/ DSO 4) Proportions of NI 105 (DSO 4) The SEN / non-SEN gap 10 Raise and PSA Supported by: PSA 14 Increase the PSA 9 Halve the number of Supported by: achievement of a Level 3 qualification peers pupils their gender, 9 year olds participating in the population, on the way DCSFs Departmental at least 3 communitiesage of 19 L safer achieving 5 A*-C GCSE including English because ofprogressing by 2 levels in English and cational achievement number of children and children in poverty by 2010- DCSFs Departmental by the(PSA 10 / DSO 5) Achievement of a NI 22 Perceptions of NI 116 NI 79 NI 15 (PSA 23) NI 72 people on the path NI 17 (PSA 69 (PSA 13per week Percentage her hours and young sporting disability, age, sexual parents taking and maths L Serious violent crime rate race, maths at each of Key Stages 2, 3 and 4 LS l children / DSO 2) of to ensuring a worldclass 23) Perceptions of Strategic Objectives to young (PSA 10 / DSO 3) Achievement the way toNI 99-100* (PSA 11 / DSO 4) Looked after 11, on of eradicating Strategic Objectives to atsuccess points across the Early Years least 78 responsibility for the in Pov Level 2 qualification by the in the hildren whoLhave experienced base by 2020 anti-social behaviour world class children reaching level 4 in each of English NI 82 (DSO 4) Inequality gapage of 19 L ortunities orientation, religion or beliefbehaviour of ple skills achieve to child poverty by 2020 ensure young people are NI 28 (DSO 4) Key crime rate NI 107Serious knifeStage 2 attainment Foundation Stage with at least 6 in each of their children in the area L lying L and maths at Key Stage 2 LS achieving achievement of DSO 5) Achievement of a standards in education participating and NI 198 NI 80 (PSA 10 / a Level 2 qualification NI 34 (PSA 12 (PSA 14 / DSO 6) Under PSA 4 Promote world 23) Domestic violence ** 18 for Black and minority ethnic groups L 11 Narrow the PSA 20 Increase long the scales in Personal Social and Emotional NI 29 (PSA 23) Gun Crime Rate by the(PSA of 19 L 2) Percentage of initial (DSO 3) and close the NI 23 Perceptions that people in of Level age 13 / DSO 70 (PSA 13 / DSO 2) Hospital admissions and NI 101 (PSA 19) DSO access for after NI 76 (DSO 3) Reduction in numbertheir NI mode 89 (DS NI 59 3 qualification by the age of 19 L NI 65 (DSO 2) Percentage of children NI 51 (PSA 12 / DSO 1) Effectiveness NI 126 (PSA their potential to 18 and ception rate*** L in educational class science NI 41 (PSA 25) Perceptions of drunk or term Development and Communication,housing supply and 11 / Early 4) Looked women gap in educational beyond C NI 108 (DSO 4) Key Stagea4 attainment area treat one another with of pupils sed by unintentional and deliberate in the UK to maternity services*** GCSEs (or schools where fewer than 65%respect schools j children reaching 5 A*-(DSO 5) and keep assessments for childrens social care 5 or becoming the subject ofcurrent Protection of child and adolescent mental health NI 174 Skills gap in the Child NI 83 (DSO 3)/Achievement at level carried evement between innovation Language and Literacy LS affordability NI 85 (PSA 4 DSO 5) Post-16 rowdy behaviour as a problem children achievement for children and young 15 (PSA 14 / DSO 6) young the for Black second or subsequent time achieve level 4 or above in both English measure and dignity L uries to children and Reducepeople L out within 7 working days of referral Plan for a and minority ethnic groups L (CAMHs) services*** L equivalent) at Key Stage 4 (including workforce reported by employers above in Science at Key Stage 3 LS L

tay Safe National Indicators

Ensuring that the people working with children are valued, rewarded

Enjoy and Achieve

Supported by:

educational achievement Child poverty halved the population, on the way Perceptions of with EmployersDCSFs Departmental satisfied NI NI 17 (PSA of 69 (PSA 13 / DSO 2) Percentage to worldclass 23) Strategic Objectives to byall children anderadicatedensuring a 2020 2010 and young young peoples world class of children who have experienced anti-social behaviour readiness people skills base by achieve bullying by 2020L for work standards in education NI 34 (PSA 23) Domestic violence **

PSA 10 Raise the

Make a Positive Contribution

Years Foundation Stage Profile by age 5

level in both English and mathematics by age 11

Supported by:

PSA 2 Improve the skills of

equivalent of five higher level GCSEs by age 19; and at least 70 percentthe num PSA 14 Increase the PSA 9 Halve equivalent number ofachieving the children in poverty by children and NI 72 (PSA 10 / DSOtheAchievementon the way to99-100 NI young people two A levels by age 19 eradic on 3) path 11, of of at least 78 points across the Early Years children to success child poverty by 2020

Achieve Econom Well-being

Be Healthy

Stay Safe

Enjoy and Achieve

njoy and Achieve

Aims

Make a Positive Contribution

Achieve Economic Well-being

Quality

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Legal Powers & Duties

Power to discipline The Education and Inspections Act 2006 included, for the first time, a specific power for teachers to discipline students for breaking a school rule, failure to follow instructions or other unacceptable behaviour. It applies at any time a student is in school or elsewhere under the charge of a teacher, including where a student is participating in an educational visit. The power also applies to other staff with responsibilities for controlling students, such as teaching assistants, learning mentors and SMSAs. Power to discipline students for misbehaviour outside the school gate Schools discipline and behaviour policies may allow teachers to regulate the conduct of students when they are off school premises and not under the control of school staff. So, for example, the policy might provide that a teacher who encounters students behaving in an unacceptably rowdy manner on their journeys to and from school, may require them to stop behaving in this way. Staff can then discipline those students, as appropriate, on their return to school. Detention Any student under 18 can be put in detention. Parents/carers must be informed if the detention is to last longer than 10 minutes. Parents can be informed via email, phone or via a text message. Searching students and their possessions The head teacher can authorise a search of students or their possessions (including bags and lockers) without their consent if there are reasonable grounds for doing so. The conduct of student searches is a power available to head teachers, not a duty. Reasonable force may be used to execute the search. At present this power only applies to searching for weapons but the law is being extended to cover also alcohol, controlled drugs and weapons. The conduct of student searches should be undertaken by senior staff only or the Safer Schools Police Officer. Staff can instruct a student to turn out their pockets, and punish them if they refuse to do so. The police will be called where there is a potential danger or risk to personal safety of the teacher or the student.

Screening students for weapons School staff or the police can screen students for weapons, using portable wands or weapons screening arches. The screening of students will normally be undertaken by the Safer Schools Police Officer.

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Rights & Responsibilities

The Rights and Responsibilities of Students, Parents, Staff and Governors
Education as a Fundamental Human Right All children and young people have a right to high quality education. Education is central to the personal development and health of young people. It encourages them to think and acquire knowledge. Education enables young people to make sense of and contribute to society. At the heart of education are teachers. Teachers inspire young people and unlock their potential. Teachers enrich their countries and societies. As a human right education is special. It promotes other rights and responsibilities. Globally and at home, education can play a central role in the elimination of poverty. It has the power to help liberate not only individuals but also whole groups of people. 1. Students At Featherstone High School all children and young people are entitled to: educational provision that meets their needs and enables them to enjoy their learning, be safe and healthy and make a positive contribution to their school and to the wider community; sustained, high quality educational provision regardless of ability, gender, race, class, sexual orientation or disability; a creative and flexible curriculum that stimulates learning and encourages engagement; be taught in environments that are conducive to learning and free from disruption; school meals that are free from junk foods; be free from circumstances in which they are bullied, ignored, ridiculed, or subjected to any forms of discrimination; and to have their voices heard, to be listened to and to know where to go to share their concerns. All students have a responsibility to: Work to the best of their ability; Show, through their behaviour and their language, respect and 75

consideration for teachers, support staff and other students; Take proper care of books, equipment and the school environment generally; And accept and support their schools discipline polices and norms of behaviour. 2. Parents/Guardians/Carers Parents have a right to expect from Featherstone High School: High quality education, whatever their childrens learning needs, including full information on their progress; Consultation on school policies, including their behaviour policies; Detailed information on how they promote positive behaviour and what they can do to help; And the facility to discuss and resolve any concerns. Parents have a responsibility to support Featherstone High School by: Encouraging their child/ren to recognise the importance of education and learning; Backing the application of their behaviour policies and their systems of incentives, rewards and sanctions; Insisting that their children pay proper respect to teachers and support staff; preparing their children for school, including providing breakfast and the conditions for a good nights sleep; taking all reasonable steps to ensure that their children carry out work set for them; respecting staff, students and the school environment; And by not behaving aggressively or violently towards staff. 3. Teachers and Support Staff Teachers and Support Staff should be able to enjoy teaching, without being subject to the stresses caused by unacceptable student behaviour. Teachers and Support Staff will receive: Regular professional development on behaviour strategies; 76

 A clearly defined range of available disciplinary measures and sanctions, including detention and exclusion; Clear guidelines and professional development on: what to do in a disciplinary crisis, including guidelines covering intervention in fights or disputes between students; the use of physical restraint; sexist, racist and homophobic harassment; unacceptable language; and recording and logging incidents of violent or poor behaviour; The necessary time within the school day to share information experiences and effective strategies on meeting the behavioural needs of individual students; And freedom from verbal abuse, threats or physical assaults within their working environment. Teachers and Support staff will be consulted on the behaviour policies. The behaviour policy will be linked to other school policies. Teachers and Support Staff will be advised on: Where to turn when they need support; The arrangements in place where students are removed from the classroom and the arrangements for supporting and protecting staff who may be working on their own before and at the end of the school day. Teachers and Support Staff will receive: A strong lead from Head Teachers and those with management responsibilities who provide close support to staff; The support of teams of trained and committed support staff; work in an environment where the ethos is supportive of teaching and learning; and effective security arrangements, particularly when working in remote classrooms and when on their own. Teachers and Support Staff have an entitlement to work in conditions that enable teaching to be at its most effective. At Featherstone High School those conditions will include: appropriate class and group sizes, with counselling and personalised tuition available to young people at key points in their school lives; an up-to-date teaching and learning environment; effective health and safety policies which protect the health, safety 77

and welfare of all those in the school community; sufficient up-to-date books, materials and equipment to meet the learning needs of all those in the school community; and sufficient up-to-date information and communication technology (ICT), such that all young people have ready and immediate access to that technology. Teachers have a responsibility to: Respect the children and young people they teach; Be committed to and have high expectations of students learning; Encourage good behaviour and respect for others; Prevent all forms of bullying amongst students; Keep their students safe; Seek support and advice about how to promote positive behaviour; Keep parents informed of their childrens educational and social progress; and work as part of a team with other teachers and support staff. Right to a safe working environment There is a range of legislation to protect you against work-related harassment, malicious allegations and defamation. The governing body and school will take reasonable steps to ensure, insofar as practicable, a safe working environment for all staff. Staff should expect reasonable steps be taken to prevent and tackle any bullying or harassment whether this occurs on or off the school premises or during term times. Featherstone High School will act to prevent the misuse by students of the internet, mobile phones or other technology to ridicule or attack staff. Any person causing a nuisance or disturbance on school premises will be removed and possibly prosecuted. Access to the school premises will be restricted to protect staff and students. Threats or assaults on a member of staff will normally be reported to the police. Respect for your professional role The governing body will ensure that your role in school discipline matters is consistent with your statutory and contractual terms and conditions 78

of employment, including the School Teachers Pay and Conditions Document. Staffs professionalism depends upon being valued and respected. It means that students should be ready to learn and that the school will act to address problems of low-level classroom indiscipline, and also prevent and respond to violent and abusive behaviour by students. Staff can expect their professional judgement to be supported, including appropriate access to training and professional development. 4. The Governing Body Featherstone High Schools governing body is responsible for the positive ethos of the school and to the schools work in enhancing students learning. The governing body will be involved and contribute to the formulation of the behaviour policies. Their insights and contributions will be valued and fully taken into account. Featherstones governing body takes its responsibility seriously and will ensure that the health and safety of the entire school community is not undermined or jeopardised.

Understanding Young People

Maslows Hierarchy of Needs
Maslows Hierarchy of Needs shows a clear explanation of the needs of children, in order to be comfortable in their environment, and even within themselves. It begins at the bottom, with physical requirements. These requirements are rather simplistic, which allow the child to be comfortable, without being hungry, sleepy, thirsty, etc. It progresses to a feeling of safety. This in itself could fall under emotion, but the feeling arises from a safe physical situation. The middle of the pyramid deals with the emotional fulfilment of a child. A child must feel loved, and feel like they can belong to a social group in order to feel comfortable within their surroundings. Linked to this is the need to achieve recognition within a group. It is one thing to join a group of other children, but the child must feel accepted and recognized to be truly welcome and comfortable.

achieving ones full potential, including creative activies prestige and feeling of acomplishment prestige and feeling of acomplishment

Self actualization:

Self-fulfillment needs

Esteme needs:

Psychological needs

Belongingness and love needs: Safety needs:

security, safety

Basic needs

food, water, warmth, rest

Physiological needs:

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Once children become accustomed to their surroundings and their acquaintances, they must accustom themselves to knowledge, by learning, knowing, and understanding. This is the aesthetic part of a childs needs. The last part of a childs needs is self-fulfilling, but realizing who exactly they are. Children achieve this by knowing about themselves, and learning about who they are, which is achieved in the aesthetic portion of the needs pyramid. KEY ISSUE; - Caring about the child and showing them that you care will make a difference with their behaviour In order for our children to enjoy, achieve, learn and have fun they must feel safe and secure and have their basic needs met. Each of us is motivated by needs. Our most basic needs are inborn, having evolved over tens of thousands of years. Abraham Maslows Hierarchy of Needs helps to explain how these needs motivate us all. Maslows Hierarchy of Needs states that we must satisfy each need in turn, starting with the first, which deals with the most obvious needs for survival itself. Only when the lower order needs of physical and emotional well-being are satisfied are we concerned with the higher order needs of influence and personal development. Conversely, if the things that satisfy our lower order needs are swept away, we are no longer concerned about the maintenance of our higher order needs. 1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc. 2. Safety needs - protection from elements, security, order, law, limits, stability, etc. 3. Belongingness and Love needs - work group, family, affection, relationships, etc. 4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc. 5. Self-Actualization needs - realising personal potential, self-fulfillment, seeking personal growth and peak experiences. 81

This is the definitive and original Maslows Hierarchy of Needs. While Maslow referred to various additional aspects of motivation, he expressed the Hierarchy of Needs in these five clear stages. Ensuring that the basic needs of our children are met is the schools first priority as in line with the ECM agenda. This is established via the schools Child Protection procedures.

Adolescent Development

Our children are going through many changes whilst they are at school that we must take into account when interacting with them. Puberty is the most notable one. Puberty is a term used to describe the time in life when the body begins to develop certain characteristics, such as changes to the reproductive organs. Puberty marks the gradual progression from a non-fertile child to a sexually developed adult. Puberty is caused by the release of hormones that act as powerful messengers. These messengers are capable of stimulating the growth and change of many different parts of the body. Puberty can result in the following changes: Physical changes such as rapid growth spurts, the development of breasts in girls and an increase in penis size in boys, Psychological changes that often cause teenagers to become moody, self-conscious and aggressive, and Behavioral changes that can cause some teenagers to experiment with new and potentially risky activities, for example smoking, drinking alcohol and sex. When does puberty start? There is no set age for the onset of puberty. The age at which puberty begins and the rate of development can differ from child to child. Most girls will begin puberty between eight and 13 years of age, with the average age being 11. Girls develop more quickly than boys, with most reaching full maturity within four years of beginning puberty. Boys tend to develop later than girls, and the development process usually takes longer. Most boys begin puberty at 10-15 years of age, with the average age being 12. Most boys reach maturity within six years of beginning puberty. Complications of puberty For many young people, puberty can be a particularly difficult time. Teenagers are forced to cope with changes in their body and possible 82

side effects, such as acne or body odour, just at the time that they feel most self-conscious about their body and their self-image. The transition from childhood to adulthood can be both traumatic and challenging. They may be keen to act grown-up and feel resentment at any restrictions that parents (or any other adults) may place on their behaviour. Alternatively, they may feel apprehensive, or unready, to enter the adult world. Puberty can also be an exciting time, as they learn new things and develop new emotions and feelings. However, the emotional rollercoaster that is experienced during puberty can have psychological and emotional effects. Some of these are outlined below. Unexplained mood swings During puberty, they may feel happy one hour and angry, upset or frustrated the next, without really understanding why. Low self esteem Although some teenagers are good at hiding it, all teenagers have periods where they feel different to everyone else and think that they do not measure up. For example, they may find that they worry about their physical appearance and the slightest criticism or insult can be incredibly hurtful. Aggression The stresses and strains of puberty can make some teenagers shorttempered and aggressive. For example, they may find themselves suddenly furious with their parents over the slightest issue. The advice outlined below may help them to cope better with the emotional affects of puberty. Remember that they are not alone During puberty, it helps to remember that the physical and emotional changes that they are going through are temporary, and that all adults have gone through what they are currently experiencing, including their parents. For further information on symptoms, causes, diagnosis and complications go to http://www.nhs.uk/Conditions/Puberty/Pages/ Introduction.aspx Information taken from www.nhs.uk

Puberty

Adolescence (lat adolescere, (to) grow) is a transitional stage of physical and mental human development that occurs between childhood and adulthood. This transition involves biological (i.e. pubertal), social, and psychological changes, though the biological or physiological ones are the easiest to measure objectively. Historically, puberty has been heavily associated with teenagers and the onset of adolescent development. In recent years, however, the start of puberty has had somewhat of an increase in preadolescence (particularly females), as well as an extension beyond the teenage years (typically males). This has made adolescence less simple to discern. For further information on Adolescence please go to the following sites; http://www.bbc.co.uk/parenting/your_kids/preteen_adolescence.shtml If you are interested in reading about adolescence in more depth; The Nature of Adolescence - by John C Coleman, Leo B Hendry

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Social Inclusion Department

The ethos of the work of the department focuses on equal, equitable access and opportunity to all. This context presents real complexities as the few affect the many and vice versa. The well-being of the student, whether it is physical, social, mental, moral or spiritual is fundamental to their ability to access education, whether it is informal or formal. This mission statement reflects the ethos and the priorities of the work. Social Inclusion is concerned with raising the standards of achievement in all students irrespective of background, heritage, class, gender or ability. This will sometimes produce real tensions when the needs of the individual are balanced against the needs of the many. But the primary aim remains; To enable all students to realise their potential. The learning mentors provide a complementary service to teachers and other staff, addressing the needs of students who require assistance in overcoming barriers to learning in order to achieve their full potential. They work with a range of students, but give priority to those who need the most help, especially those experiencing multiple disadvantages. The variety of issues covered is vast, ranging from punctuality, absence, bullying, challenging behaviour and abuse to working with able and gifted students who are experiencing difficulties. Learning mentors work mainly with students on a one-to-one basis or in small or large groups, acting as a: listener; facilitator for learning; encourager; motivator; role model.

confidence-building activities; listening to and helping students resolve a range of issues that are creating barriers to learning; setting up and running circle time sessions and anger management groups; drawing up agreed action plans with students, outlining the aims of the mentoring; monitoring attendance and punctuality of students. Learning mentors are also involved in: visiting parents at home to discuss issues and problems, and running group sessions and workshops for parents at school; advising parents on behaviour strategies and parenting skills; networking with other learning mentors and teachers and referring students to other appropriate professionals, e.g. social workers, educational psychologists and personal advisers mentoring students at our six main feeder primary schools as part of the transition programme. organising and running extracurricular activities, such as sports clubs during lunch times or as out-of-school activities;

Tasks typically involve: liaising with school staff to identify students who would benefit from mentoring; helping students who are underperforming in their subjects on a one-to-one basis outside the classroom and looking at why they are underperforming and what can be done to help their situation; implementing strategies and supporting students in self-esteem and 85 86

FHS Inclusion STRUCTURE

Assistant Headteacher, Director of Inclusion

John Noel

SEN;BESD Transition EOTAS MC Senior CPO /LAC

Parental Engagement Attendance MAP Community Cohesion

Facilities Manager caretakers

Kevin Raj Patrick Ranjan Bhardwa

Faye Burvill
Lead Learning Mentor Head of Social Inclusion Department Y12/13

Loretta Miller

PC Malcolm Spoor
Met Police Safer Schools Officer

Parminder Bantleman
Pastoral Manager Student Services

Reprographics Learning Mentor Y7 I/C KS2/3

Tracey Simpson

Visual & Communications

Sneha Rughani
Learning Mentor Learning Mentor Y9 & Y6

Parminder Dosanjh

Learning Mentor Maternity cover TT only Y8 & Y6

Otis Matthew

Fabian Robertson
Learning Mentor Y11

Natasha Smith
Learning Mentor

LIBERTY HOUSE
Ms Harvey

EQUALITY HOUSE Ms Seward

INSPIRE HOUSE Mr Sangha

UNITY HOUSE Ms Toms

HONOUR HOUSE Mr Aujla

The department consists of the following;

Jean Hannan
EYCIS Counsellor PT TT only

Attendance Officer / Administrator Adviser FT TT only

Veronica Lourdes

Student Services Administrator

Parveen Chourdri

Student Services Administrator

Kuldip Bnait

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Learning Mentor Y10 I/C KS4/5

Emma Coutts

Alexandra ThompsonVaughan

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The Referral Process

If you have a student in your tutor group who is a cause of concern related to behaviour or learning, please take early action. Share the concerns with your TLR1 PP. This should be done during the Year team meetings. The TLR1 PP will undertake research regarding the student to ascertain where the problems are and what action needs to be taken. The TLR1 PP has fortnightly meetings with the TAs and Learning Mentor attached to the year group. At this meeting a discussion will take place as to what intervention needs to be put into place to support the student. This may include engaging with the parent or/and making a referral to the SENCO for the student to be placed on the SEN register at School Action (SA) or School Action plus (SA+). The student may be referred to the SID case study meeting or the SENplan (or both). At both meetings a number of issues are considered before an intervention is proposed. This may include any of the following; Family circumstances Achievement points Number of incidents Attendance Underachievement Relationship with adults Self awareness Times in seclusion Observations Reading age Primary school profile / KS2 scores Behaviour points Exclusions Academic progress Relationship with peers Social skills Emotional state Views of staff / peers / parents Student self assessment Levels of comprehension

To place the student on the SEN register at SA+ the student will need to be receiving substantial support which may be from an external agency. Typically a student on at SA+ will have some form of support from the SID.
Student/s is a cause of concern (BESD)

Refer to TLR1 via year team meeting (or via email prior to the meeting)

Refer to SEN team via TLR1 PP meeting with TA and Learning Mentor recommendations made for the SEN resister

Referral made to the SID

Referral made to the SENplan

Student discussed at weekly case study meeting

Case study meeting attended by; All Learning Mentors Attendance Officer Pastoral Manager By invitation; Safer Schools Police Officer

SENplan attended by A. Patel AHT, SENCO, J.Noel AHT, LBPP. Bantelman, Pastoral Manager Katie Farquar, LBE Educational Psychologist

Student assessed by Ed Psy. Report completed and recommendations made & implemented

If the needs of the student surpass what can be offered at school a referral will be made to an external agency. This could be done via the Educational psychologist or via the Multi Agency Panel meeting (MAP). This panel consists of a range of professionals who provide a Team Around the Child (TAC) once an intervention has been decided that meets the needs of the student and their family. To place the student on the SEN register at SA, the SENCO will need adequate evidence that the student is displaying behavioural concerns and that they would benefit from some support to address their behavioural needs. 89

Student referred for any of the following; Mentoring, Counselling, Art therapy

Referral made to any external agency i.e Drugs misuse Youth offending, Alcohol misuse, Social services

Referral made to the Multi Agency Panel meeting attended by; JN/AP/LM/EC/T.S/, Educational Psychologist, SAFE Adolescent team, Youth Offending Service, Social services, Primary Care Team, Connexions PA, Safer Schools Officer

Referral to the FHS CP meeting

Intervention put in place and reviewed; Case study = weekly / MAP & SENplan half termly / TLR1 PP SEN = fortnightly

The Use of External Agencies

The Team Around the Child (TAC)Multi Agency Panel (MAP) Students who are experiencing complex issues are supported by external agencies. All referrals go via the SID and/or the SENCO. A half termly, MAP meeting takes place at FHS to support vulnerable children and their families. This meeting is chaired by John Noel.

Special Educational Needs

Behavioural. Emotional, Social Difficulties (BESD)

Interventions:
TLR PP TAS LM

Support for students with Additional Needs (1)

SENCO LBP ED PSYCH

PP SEN meeting

SEN plan meeting

Nurse PCT SAFE team Police / YOT Social Services

Multi Agency Panel (MAP)

SID Case study LMs Met Police Attendance officer/PSA

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Waves of Interventions:

Support for students Therapists with Additional Needs (2) Speech & language
Art & Music Parenting Programmes ESOL IT SAFE Somali Youth Union Social Services SAFE adolescent team Educational psychologist DAAP Connexions CAMHS MAP 1;1/group/ peer Mentoring Counselling YOT service Met Police Primary Care trust Education Welfare; Attendance

ADHD: Tips for Staff

What is ADHD? Attention deficit hyperactivity disorder (ADHD) is the most common childhood-onset behavioural disorder. Those affected have a greatly reduced ability to maintain attention without being distracted, to control what theyre doing or saying (because of impulsivity) and to control the amount of physical activity appropriate to the situation (that is, theyre restless and fidgety). ADHD is also called attention deficit disorder (ADD) or hyperactivity. The disorder shouldnt be confused with normal, boisterous childhood behaviour. Symptoms of ADHD If you have a student with ADHD in your class you may find some or all of the following helpful: Students with ADHD require structure, boundaries and a calm, encouraging approach. Instructions need to be simple and clear. Try to sit student away from distraction some students respond well to a clearly defined workspace, whilst others respond to peer modelling from a student who is calm, quiet and well organised. Keep tasks short wherever possible. If possible design tasks that reflect the preferred learning style of the student. Develop a system of behaviour management based on positive reinforcement i.e. catch them being good. When giving praise be specific so they can learn from the praise. Allow time for the student to carry out an instruction. When developing a behaviour modification programme work on one particular behaviour at a time. For example, avoid asking them to say I will not call people names and turn target around to I will say kind things to my peers. If the student is being disciplined ensure that they know it is a particular behaviour you dislike and not them personally.

Sid Referrals

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 Remember often these students have low self-esteem and confidence, despite the bravado, and they are used to failure so they need the chance to succeed. If medication has been prescribed, encourage student to take it in accordance with the prescription and to inform their tutor, or some other adult within school, if they have not taken it, as the student may find the time before next dose particularly difficult. It may even be appropriate to offer time out of sessions they identify this as being problematic for them. Ensure good home-school links are created and that you send home positive messages as well as negative ones. Remember the parents/ carers know the student and good news is appreciated.

Use of Reasonable Force

Teachers and support staff who have lawful control or charge of students, as authorised by the Head, are allowed to use reasonable force to prevent students committing a crime; causing injury or damage; or causing disruption. (This applies to school trips as well as school-based activities). Those exercising the power to use force must take proper account of any particular special educational need and low disability a student may have. Types of incidents where reasonable force might be appropriate, or necessary, to control or restrain a student: a where action is necessary in self defence or because there is an imminent risk of injury, b where there is a developing risk of injury, or significant damage to property, or c where a student is behaving in a way that compromises good order and discipline. Examples of situations: A student attacks a member of staff, or another student; Students are fighting; A student is engaged in, or is on the verge of committing, deliberate damage or vandalism to property; A student is caused, or at risk of causing, injury or damage by accident, by rough play or by misuse of dangerous materials or object; A student is running in a corridor or on a stairway in a way in which he/she might have or cause an accident likely to injure him/herself or others; A student absconds from a class or tries to leave school (NB: this will only apply if a student could be at risk if not kept in the classroom or at school); If a student has refused to leave a classroom, the rest of the class should be removed to prevent further risk.

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Procedure: What is reasonable force? (i) The term reasonable force covers the broad range of actions used by most staff at some point in their career that involve a degree of physical contact with students. (ii) Force is usually used either to control or restrain. This can range from guiding a student to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury. (iii) Reasonable in the circumstances means using no more force than is needed. (iv) As mentioned above, schools generally use force to control students and to restrain them. Control means either passive physical contact, such as standing between students or blocking a students path, or active physical contact such as leading a student by the arm out of a classroom. (v) Restraint means to hold back physically or to bring a student under control. It is typically used in more extreme circumstances, for example when two students are fighting and refuse to separate without physical intervention. (vi) School staff should always try to avoid acting in a way that might cause injury, but in extreme cases it may not always be possible to avoid injuring the student. Who can use reasonable force? (i) All members of school staff have a legal power to use reasonable force. (ii) This power applies to any member of staff at the school. It can also apply to people whom the head teacher has temporarily put in charge of students such as unpaid volunteers or parents accompanying students on a school organised visit. When can reasonable force be used? (i) Reasonable force can be used to prevent students from hurting themselves or others, from damaging property, or from causing disorder. (ii) In a school, force is used for two main purposes to control students or to restrain them. 97

(iii) The decision on whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on the individual circumstances. (iv) The following list is not exhaustive but provides some examples of situations where reasonable force can and cannot be used. Whether it is reasonable to use force, and the degree of force that could reasonably be employed, might also depend on the age, understanding and gender of the students. Before intervening physically, wherever practicable, tell the student who is misbehaving to stop and what will happen if he/she does not. Always keep calm. Whilst physically intervening keep attempting to communicate and inform the student that the contact or restraint will stop as soon as it ceases to be necessary. Do not intervene on your own if at all possible. In dealing with a physically large student, or more than one student, you should: - remove other students who might be at risk. - summon assistance. - inform the student that help has been sent for. - continue to attempt to defuse the situation. If you have to physically intervene, the forms it may take are: Physically interposing between students. Blocking a students path. Leading a student by the hand or arm. Shepherding a student away by placing a hand in the centre of the back. Holding. Pushing. Pulling, or In extreme circumstances using more restrictive holds which may require further training. 98

(Extreme circumstances means where there is an immediate risk of injury). Staff must not: Hold a student around the neck, or by the collar or in any other way that might restrict the students ability to breathe. Slap, punch or kick a student. Twist or force limbs against a joint. Trip up a student. Hold or pull a student by the hair or ear. Hold a student face down on the ground. Always avoid touching or holding a student in a way that might be considered indecent. Staff are expected to use their professional experience and judgement in all cases. Staff are expected to follow the School Behaviour Policy to minimize the possibilities of such behaviour arising in the first instance. Action in self-defence or in an emergency Section 550A of the Education Act 1996 does not cover all the situations in which it might be reasonable for someone to use a degree of force. For example, everyone has the right to defend themselves again an attack provided that they do not use a disproportionate degree of force to do so. Similarly, in an emergency, any member of staff (authorised or not) would be entitled to intervene. Recording Incidents Immediately following an incident where force is used, the member of staff should: report the matter orally to the Lead teacher and/or a member of the SMT. provide a written report as soon as possible, to hand to the Assistant Headteacher (I/C) Deputy Head for logging in the Incident Book. The written report should include: Name(s) of the student(s) involved, when and where the incident took place, The names of any staff or students who witnessed the incident, Details of how the incident began and progressed, 99

Details of steps taken to defuse/calm the situation, The degree of force used, how applied and for how long, The students response and outcome of the incident, and Details of any injuries suffered by the student other students members of staff and damage to property. When compiling the report staff are advised to seek advice from their lead teacher, AHT and/or representative of their professional association.

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The Power to Search

Staff have the power to search a student without consent where they suspect the presence of a knife or other weapon or any other item that is not allowed in school. The Safer Schools Officer will normally support staff to carry out the searching of students. Only TLR1s or members of the SMT are required to undertake this duty at Featherstone High School. If a student refuses to co-operate with this process, it is important to give them options; Option 1 The student co-operates and follows your instructions. Option 2 The police is called to carry out the search. If the student refuses option 1 always carry out option 2. Once you have called for the police to attend stay with option 2, do not revert to option 1 even if the student changes their mind. Procedures (Option 1) Always ensure that there is two members of staff present when any search is carried out. It is vital to have a witness to observe the procedures that you follow and to see what has been found/ confiscated. For male students a male member of staff must lead the search and for female students a female member of staff must lead the search. Ask the student to remove their outer coat and blazer and to empty all contents onto a flat surface. Ask the student to hand you the outer coat and blazer and check that all pockets (including hidden ones and lining) are empty. Ask the student to remove their jumper to check the pocket on their shirt and to see if the student is concealing anything around their waist. Ask the student to turn their trouser/skirt pockets out. If the student is wearing trousers ask them to raise their trouser legs to ensure that they are not concealing anything in their socks. Ask the student to remove their shoes and turn the shoes upside down. 101

Ask the student to remove all items from their school bag. Check that all pockets (including hidden ones and lining) are empty. If any items are found that the student should not have on them, advise the student that they will be confiscated. Confiscated items can be returned to parents/carers. If any items are part of an ongoing investigation they will be returned once the investigation has been completed. Procedures (Option 2) When the police arrive, advise them of the situation and your rationale for carrying out a search. The police will take the lead. If a weapon such as a knife is found or if the student has in their possession an illegal substance the student will be arrested and normal criminal proceedings will take place. Knife Arch/Metal detectors The Head teacher will invite the police into school to conduct searches for knives and weapons. A member of the SMT will take the lead when this is taking place and organise for groups of students to go through airport style arches and wands. Students found to be carrying a weapon such as a knife or in possession of an illegal substance will be arrested

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Beyond the School Gates

The Education and Inspections Act 2006 gives schools statutory power to discipline students for breaking school rules. Section 89, paragraph 5 of the act extends this power to the regulation of students behaviour when off school premises and not supervised by school staff. This includes trips, visits, residentials, sporting fixtures and travelling to and from school. Travelling to and from school As defined in the home-school agreement, students are expected to go straight home at the end of the school day. If a student participates in any act that brings the name of the school into disrepute whilst they are in their school uniform or if they are identified as a Featherstone High School student, they will be held accountable for their actions and the Headteacher will make a judgement. The result of this judgement could lead to a sanction and or subsequent interventions put in place. The types acts that brings the schools name into disrepute are as follows; Anti social behaviour on public transport Anti social behaviour in shops/shopping centres Anti social behaviour outside or in another school Robbery / theft Fighting Causing or being involved in a disturbance

will be kept informed of progress made as well as outcomes, including sanctions that may have been imposed and subsequent interventions that will be put in place. What students should do Acts of bullying should be reported to the respective TLR1PP (level 2 intervention). If an assault or theft has taken place, this should be reported to the respective AHT (level 3 intervention). The incident will be investigated thoroughly. Parents/carers and the Police will be informed of the incident. The student along with their parents/carers will be kept informed of progress made as well as outcomes, including sanctions that may have been imposed and subsequent interventions that will be put in place. What Parents/Carers and Governors should do All incidents should be reported to the AHT/LBP who will investigate the incident thoroughly. Relevant parties will be informed the outcome of the investigation and advised of the sanction and/or intervention that has been put in place. Where a criminal act has taken place, the Police will be fully informed.

Harassment Students, staff, parents and governors should be able to travel to and from school, safe from harassment or harm, verbal or physical. Additionally, all should be safe from harassment of any sort whilst they are in their homes or going about their personal business. Students who harass, verbally or physically abuse a student, member of staff, a parent or a governor, can expect to be held accountable for their actions. Parents/carers will always be informed. The Police will be informed of all situations. If any criminal acts have taken place the school will work closely with the Police providing them with any information that they need to make an arrest. What staff should do Incidents related to staff should be passed onto a member of the SMT in the first instance. The incident will be thoroughly investigated and you 103 104

Allegations of Abuse Against Staff Allegations of abuse will be taken seriously. FHS will ensure that all
allegations are dealt with quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation. Every effort will be made to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated. Suspension will not be used as an automatic response when an allegation has been reported. Disciplinary action that will be taken against students who are found to have made malicious accusations against school staff.

SIMs
SIMs Behaviour & Achievement Module
The Behaviour module is an area of SIMS. net that allows us to record behaviour and achievement for an individual or a number of students at a time. Each behaviour type has been allocated a certain number of points that relate to the level of seriousness. Likewise, the achievement points allocation relate to the level of recognition. Logging an incident is not an intervention it is a record of what took place. If the level of incident relates to you, you will be expected to deal with the situation. Once it has been dealt with, you will need to mark the incident as resolved. The intervention needs to be conducted by the person relative to the seriousness of the incident. For instance; Low Level (1): Class teacher/Form tutor/Teaching Assistant/ Learning mentor Medium Level (2): TLR High Level (3): SMT Point thresholds will trigger certain interventions. For instance; 50 points: Form Tutor report 100 points: TLR1 report 150 points: AHT report 200 points: LBP report When logging an incident, or making comments on as e-report card, please only record the facts, not opinions. Once you have saved the incident, the log will be live for parents/carers to view via the SLG. You are responsible for what you write so please log the details of the incident carefully. It is important that you do not use behaviour points as a threat to students. This is counterproductive and may lead to a breakdown in relationship with the student. It is far more useful to use Achievement points in this manner. By promising to reward good behaviour instead of threatening to punish poor.

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Achievement points should be awarded to students who have consistently worked hard, shown a very positive attitude and have produced high quality work. Students will be rewarded by receiving vouchers and certificates for being in the top 10% in their year groups. Students will also be taken on reward trips at the end of each term.

Behaviour for Learning

Behaviour for Learning staff checklist
When dealing with an incident are you Speaking calmly, giving clear simple instructions (Tone of voice)? Giving students time to carry out instructions? Being fair and consistent? Telling students how you want them to behave? Separating the behaviour from the person? Praising good behaviour? Apologising when you have made a mistake? Using the three strike rule? Making reference to the schools ground rules? Making referring the incident to the appropriate member of staff (i.e. level 1/2/3) Using the On Call system for level 3 incidents? Logging the incident, including completing the comments box and resolved/unresolved section?

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References
K. Reid (1986) Disaffection from School, London, Methuen K. Reid (1999) Tackling Truancy in Schools: a Practical Manual for Primary and Secondary Schools, London, Routledge S. Wise (2000) Colorados response to the behaviour challenge in Emotional and Behavioural Difficulties: A Peer reviewed Journal. Vol.5 No 1 pp19-29 P. Galvin (1999) Behaviour and Discipline in Schools 2: Practical, Positive and Creative Strategies for the Classroom. London: David Fulton Publishers M. Herbert. (1988) Working with children and their families, London: Routledge K. Reid (2002) Truancy- Short and Long-Term Solutions, London, Routledge-Falmer J. Olson and P. Cooper ([2001) Dealing with Disruptive Students in the Classroom, London: Kogan Page http://www.everychildmatters.gov.uk/aims/outcomes www.kidscape.org.uk (OfSTED, 2999; Miller, 1996:5) (Policy Action Team 12, 2000) Connexions (2001/2002) Understanding Young Peoples Behaviour pp. 3439 School discipline, Your Powers and Rights as a Teacher; DfE Learning to Behave; A Charter for Schools; NUT Use of Reasonable Force; Advice for Head Teachers, Staff and Governors. Department for Education 2011 http://www.education.gov.uk/publications Search using the ref: DfE-00060-2011 109