:: Academy Policies :  Anti-Bullying :  Behaviour Management :  Examinations Entries & Resits :  Homework :  Inclusion :  Spiritual, Moral, Social & Cultural Development :: Recruitment :: Academy Hire   Behaviour Management Policy     1.0 Aims 1.1 The Behaviour Management Policy determines the boundaries of acceptable and unacceptable behaviour, the hierarchy of sanctions and how they will be fairly and consistently applied. 1.2 The Behaviour Management Policy is designed to support the Academy’s Mission, Aims and Values. Students will be encouraged to develop: 1.   respect for others; their feelings, opinions, cultures, limitations and the right to their individuality 2.   respect for themselves; pride in their own achievement and that of others within the Academy, high standards of dress and behaviour and the desire to produce their best work at all times; 3.   respect for the environment; their own, the Academy and other people’s property and the community in which we live; and 4.   respect for the future; the belief that we can all make a difference by our contribution to the local, national and global community.     2.0 Acceptable and Unacceptable Behaviour 2.1 The Academy defines acceptable behaviour as that which promotes courtesy, co-operation and consideration from all students in terms of their relationships with other students within/outside the Academy, teachers and other academy staff and with visitors or other persons within/outside the Academy premises. 2.2 The Academy Behaviour Management policy applies to students travelling to and from academy and when they are representing the academy. 2.3 The Academy has identified examples of unacceptable behaviour as that which includes name calling, verbal abuse, threatening language or behaviour, intimidation, physical abuse, bullying and harassment, including racist, sexist and homophobic abuse.     3.0 Roles 3.1 3.1 Staff in Academy (General) 3.1.2 Staff will be expected to draw on the following principles of good practice: 1.   setting good habits early in order to help students establish regular punctual attendance and good behaviour from the start, involving parents in the process; 2.   early intervention with prompt action is needed where there is poor behaviour or unexplained absence, so it is clear that this will not be tolerated; 3.   rewarding achievements through positive recognition of individual students, classes or year groups achievements in good attendance and behaviour, and through mentions in assembly, certificates or prizes; 4.   supporting behaviour management by behaviour management techniques such as assertive discipline and circle of friends to help improve and maintain high standards of behaviour and discipline; 5.   identifying underlying causes since poor behaviour may be linked to a student’s problems in understanding lessons and so additional literacy or numeracy support may be required to address poor behaviour effectively; 6.   study support, including activities from homework clubs to thinking skills workshops, can help the Academy work. Family support services may help parents support their own children with their studies. 3.2 Class Teachers 3.2.1 Behaviour in the lesson is the responsibility of the teacher taking the lesson. 3.2.2 Teachers should make every effort to solve any discipline problems themselves as they arise. The option of referral should not be taken too quickly. However, it is recognized that in certain circumstances referral may be necessary and staff should not hesitate to ask for guidance and assistance from more experienced colleagues. 3.2.3 Even the most experienced teachers can need help and advice. It is not a sign of failure to have disciplinary problems but it is a mistake to pretend all is well, when in fact it is not. Issues of concern should be passed to the subject leader in the first instance. 3.2.4 Teachers are expected to deal with incidents including the following in the first instance: 1.   Attendance and punctuality to lessons 2.   Equipment 3.   Organisation of work 4.   Monitoring of effort and achievement 5.   Chewing in class 6.   Removal of outdoor clothing 7.   Manners 8.   Litter/care for the environment 9.   Bad language 3.3 Subject Leader 3.3.1 The subject leader will support teachers in dealing with incidents and resolving issues. If the teacher’s actions are not being effective then the subject leader should intervene. If the subject leader cannot solve the problem or feels that there are deeper underlying concerns the issue should then be referred to the Director of Studies 3.4 Director of Studies 3.4.1 The Director of Studies is uniquely placed to have an overview of the students progress and past behaviour and attitude patterns. The Director of Studies should become involved after the subject leader has tried to deal with a student’s problem. 3.5 Form Tutor 3.5.1 The Director of Studies may ask the form tutor to help manage a student by checking day to day progress or working with the student. 3.6 Senior Staff 3.6.1 An incident should be referred to a senior line manager if it cannot be resolved by anyone else in the system. 3.7 Principal 3.7.1 The Principal should be informed of incidents and involved in investigations which may lead to exclusion or effect an alternative strategy. 3.8 Families 3.8.1 The Academy encourages families to support good attendance and behaviour through the Home-Academy agreement, families’ meetings and newsletters. Families are expected to reinforce the behaviour policy and contact the academy with any concerns. 3.9 Behaviour outside the classroom 3.9.1 It is everyone’s responsibility to ensure students behave well at all times. Teachers should deal with issues they come across referring students to appropriate colleagues if necessary. 3.9.2 Students must line up outside the classroom before a lesson. Staff should bring students into the class, positioning themselves in the doorway to ensure effective management. Students must be dismissed formally by the teacher at the end of the lesson. Teachers must position themselves in the doorway of their room to dismiss students and supervise them away from the classroom to their next lesson. 3.9.3 In the playground students are expected to behave well. Staff on duty must ensure this is the case.     4.0 Responding to Acceptable Behaviour 4.1 It is important that students are recognised when behaving and achieving well. The following should be considered to acknowledge this: 1.   Oral praise 2.   Written comments on individual pieces of work 3.   Recording of positive comments in student diary 4.   Merit 5.   Card/letter home 6.   Positive comment for ‘Record of Achievement’ 7.   Telephone call home to parent 8.   Certificate of Achievement 9.   Publicise in assembly     5.0 Responding to Unacceptable Behaviour 5.1 Sanctions are only effective if used rarely, appropriately and consistently. If generous approval is normally given, the withdrawal of approval is an effective sanction for most students. Confrontation is not an effective way to solve a problem. 5.2 The Academy will review the support available to individual students who may be at risk of disaffection or exclusion, including: •   learner support; •   mentoring; •   individual education planning •   curriculum and curriculum resources; •   teaching strategies; •   study support; 5.3 The Academy will implement a range of strategies to deal with inappropriate behaviour by students, including: •   talking ‘privately’ with the student; •   verbal reprimand; •   time out; •   referring matters to Class Teacher / Director of Studies / Form Tutor / Subject Leader / SENCO / Assistant Principal / Deputy Principals and Principal (as appropriate) •   instituting student detentions as appropriate; •   withdrawal of privileges; •   letters to parents/carers; •   meetings with parents /carers; •   referral to external agencies; •   detention; •   referral to Inclusion Unit. •   fixed-term or permanent exclusion. 5.4 The Academy will monitor the use of rewards and sanctions to ensure that its arrangements operate with due regard to equal opportunities and anti-discrimination.     6.0 Referral & Incident Report Forms (The Yellow Sheet) 6.1 A key element in tackling poor behaviour is the speedy and efficient pooling of information. It is appreciated that this can sometimes be difficult to achieve in practice, in the light of the many and varied responsibilities falling to staff. However, a full picture of student behaviour should be identified in cases of referral. 6.2 Written information (via an incident sheet) about individual incidents should be completed, signed and handed to the relevant member of staff. 6.3 Having made a referral, staff will be supported. However, the person to whom the referral has been made will be responsible for deciding the most appropriate course of action. 6.4 If there is not improvement in the student’s behaviour following a referral, the person to whom the referral has been made must be informed that sanctions have not worked. 6.5 Any matter referred directly to a senior manager will usually result in parents being informed. Therefore accurate written details of the incident should be provided as soon as possible on the student referral sheet or through a written report.     7.0 Student Behaviour outside Academy 7.1 Students’ behaviour on academy business is subject to this Behaviour Management Policy. 7.2 For behaviour outside academy, but not on academy business, the Behaviour Management Policy will apply if there is a link between poor behaviour and maintaining good behaviour and discipline among the student body as a whole. 7.3 Poor behaviour by students in the immediate vicinity of the Academy, or on a journey to or from the Academy, will be subject to this Behaviour Management Policy.     8.0 The Home-Academy Agreement 8.1 At London Academy we want your child to be happy and successful. If we are to fulfil this aim it is important that school and parents work together.   For our part, we, the teachers will:- •   Provide a safe place for your child/carers to learn. •   Insist on high standards of behaviour based on respect, courtesy and consideration towards each other. •   Prepare lessons thoroughly and mark work promptly and constructively. •   Set homework on a regular basis. •   Insist on good attendance and punctuality. •   Keep parents regularly informed about progress and school matters. •   Check and sign diaries every week. •   Recognise and reward good effort and attainment. •   Encourage your child to take an active interest in extra activities. In return we, the parent(s)/carer(s) will: •   Work with the teachers to ensure our child behaves well and support the Academy behaviour policy promoting good behaviour inside and outside school. •   Make sure our child attends school every day, on time and properly equipped. •   Not take our child on holiday during term time. •   Insist our child completes all homework. •   Check and sign our child’s diary every week. •   Ensure our child wears the correct school uniform. •   Attend the regular parent/teacher progress meetings. •   Get in touch with the Academy if there is a problem. •   Ensure our child is fully involved the Academy curriculum including community projects, the specialist curriculum and the leadership programme. 8.2 A copy of the Home-Academy Agreement is attached as Appendix A.     9.0 London Academy and Alternatives to Exclusion 9.1 The Academy has in place intervention programmes to support students at risk of exclusion. Appropriate use of these will be considered. They include:   i   PSP ii   Working with parents iii   Changes of teaching group or class iv   Alternative curriculum at KS4 v   Use of the LSU vi   Use of the PRU vii   A managed move to another academy viii   Assessment of SEN ix   Allocation of a key worker where available x   Referral to EWS, Social Services, CAMHS or EP 9.2 A number of strategies may be used as appropriate. These include:   i   Restorative Justice ii   Peer Mentoring iii   Peer Mediation iv   The LSU     10.0 Considering Exclusion   When considering exclusion, account will be taken of the guidance from the DfES and the personal circumstances of the student. 10.1 Use of exclusion 10.1.1 Under the law, the principal, Governing Body and independent appeals panel must have regard to the relevant DfES guidance when deciding:   •   whether to exclude a student or (where applicable) to uphold an exclusion; •   the period of exclusion; •   (where applicable) whether to direct the principal to reinstate an excluded student. 10.1.2 The Governing Body and principal of the academy are responsible for promoting good behaviour and discipline on the part of the academy’s students and for securing an orderly and safe environment for students and staff. 10.1.3 The academy’s response to challenging and disruptive behaviour will be made in the context of the behaviour policy, and will encompass a range of strategies, with exclusion as one option. The academy will ensure that the interests of the whole academy are considered within any action taken. 10.2 Deciding whether to exclude a student 10.2.1 Only the principal or, in his absence, a senior teacher acting with his or her authority, can exclude a student from academy. A decision to exclude a student will be taken only:   •   in response to serious breaches of the academy’s discipline policy; and •   if allowing the student to remain in academy would seriously harm the education or welfare of the student or others in the academy. 10.2.2 The decision to exclude a student is a matter of judgement for the principal, who will take into account the likely impact of the misconduct on the life of the academy. This may include behaviour on or off academy premises which is in breach of the standards of behaviour expected by the academy. 10.2.3 Before reaching a decision to exclude either permanently or for a fixed period, the principal will:   •   consider all the relevant facts and such evidence as may be available to support the allegations made, taking into account the academy’s behaviour and equal opportunities policies; •   allow the student to give his or her version of events; •   check whether the incident may have been provoked, for example by racial or sexual harassment; •   (if necessary) consult others, being careful not to involve anyone who may have a role in any statutory review of his or her decision, for example members of the Governing Body’s Discipline Committee. 10.3 Permanent exclusions 10.3.1 Permanent exclusions will normally be used only as a last resort when a range of other strategies has been exhausted. 10.3.2 In exceptional circumstances, the principal might consider it appropriate to permanently exclude a child for a first or one-off offence. Such circumstances might include:   •   where there has been serious actual or threatened violence against another student or member of staff; •   sexual misconduct; •   supplying an illegal drug; •   carrying a weapon. 10.4 Fixed-term exclusion 10.4.1 In the case of fixed-term exclusions, the principal may exclude a student for up to 45 days in any one academy year. 10.5 Lunchtime exclusion 10.5.1 Students whose behaviour at lunchtime is disruptive may be excluded from the academy premises for the duration of the lunchtime period. A lunchtime exclusion is treated in the same way as any other fixed-period exclusion. 10.6 Reintegration 10.6.1 A reintegration meeting following the expiry of a fixed-period exclusion will be arranged by the academy prior to a student returning from a period of exclusion and in the case of any student who has been excluded from another academy. The meeting will establish a risk assessment of the student and identify the resources needed to provide the necessary support to the student. 10.7 Setting work 10.7.1 The principal will provide an individual education plan for all students on roll who are excluded for a period of 15 consecutive academy days and which will set out:   •   how the student’s education will continue during the period of exclusion; •   how the time might be used to address the student’s problems; and •   (together with the LEA), what educational arrangements will best help with the student’s reintegration into the academy at the end of the exclusion. The academy will usually be expected to meet some of the costs for this but the exact arrangements will need to be agreed with the LEA. 10.7.2 In the case of a permanently excluded student, the principal will plan for the student’s continued education pending the Discipline Committee’s meeting to consider the exclusion. If an appeal panel decides not to direct reinstatement, the student’s name will be deleted from the academy roll. 10.8 Informing parents/carers/carers 10.8.1 The principal will inform the parents/carers of the period of the exclusion (it may not run for an indefinite period) and the reasons for it. The parents/carers has the right to make representations about the exclusion to the Discipline Committee. 10.8.2 Where a parent/carer refuses to comply with the terms of an exclusion, the academy may notify the Social Services Department and the police if, in the principal’s view, the child or any other person may be at risk as a result of a failure to meet the terms of the exclusion. 10.9 Other considerations 10.9.1 The academy will implement its behaviour policy with due regard to the implications arising from the Special Educational Needs and Disability Act 2001, the Race Relations (Amendment) Act 2000, the Human Rights Act 1998 and any other relevant legislation.     11.0 Exclusions and SEN Students 11.1 Other than in exceptional circumstances the Academy will avoid excluding students with SEN.     12.0 Exclusions and Looked After Children (LACs) 12.1 The Academy will be particularly sensitive to LACs. Social services will be involved as early as possible and the designated teacher will be fully involved. ©London Academy 2004 | office@londonacademy.org.uk