Behaviour for Learning
This guidance underpins the Governors’ statutory policy on Discipline. All members of the school community have the right to work within a safe, well-ordered and supportive environment where effective learning can take place. At Thomas Aveling we believe we all choose how we behave and are responsible for our actions. To support these beliefs we seek to create a culture of positive relationships based on mutual rights, supported by individual responsibilities and protected by reasonable rules that are applied consistently.
Positive Behaviour Management Strategies
Ofsted is clear about the key features which make a school successful these are:
- teachers who manage classrooms effectively and in accordance with the school’s conventions (they control entry and seating, give clear instructions and explanations, use interesting material and activities, challenge and support students, keep them on task and respond fully to their work)
- additionally, any weaknesses in basic skills are systematically addressed and students are taught to work independently and efficiently.
This school therefore gives priority to promoting good teaching as this gives the best incentive for students to attend school and behave well. Our written policies and systems must be complied with consistently to ensure the success.
In dealing with behavioural issues it is our intention always to support the student’s return to effective learning.
Student Voice confirms that a good teacher is one who is firm and keeps order in the classroom, explains the work to be done and helps with it, and maintains a friendly disposition in and out of school. Students are much more likely to be compliant if our expectations of them are consistently voiced and applied. You will find at the end of this section the schools policy on how to deal with incidents or poor behaviour and this based on the Medway LA Behavioural Policy. The Behaviour guidance below lists the detailed responsibilities of class teachers and team, and school leaders as well as our shared expectations of students.
1. Controlled and orderly entry to the learning space
This does not necessarily mean that a class should line up outside the room in silence. In some subjects independence is better promoted by students getting straight on with a task as soon as they arrive. However it is essential that students have an established appropriate routine for your subject – the commonality is in the ‘orderliness’ of it.
2. Seating controlled by the teacher
Being in control of where students sit is the first clear message to the class that the teacher is in charge of the learning space. Draw up a seating plan for every group at the beginning of the year and insist it is adhered to (Leave your plan when your lesson is being covered). It is much harder to impose a seating regime after there has been a problem - the whole class will regard this as a punishment and well behaved students will feel unfairly treated. Class charts can be used to generate a recommended seating plan using data analysis from the behaviour logs.
3. Outdoor clothing removed, ‘Planner’ on desk
It may not always be appropriate, or necessary, for the student planner to be on the desk, but students should always have planners with them or the relevant day sheet. Students should be asked to remove any items of outdoor clothing.
4. No eating or drinking (except water)
Colleagues who permit eating and drinking during lessons, ‘as a treat’ or as a mark of a special relationship between the group and teacher, undermine this expectation for the rest of the staff and make it difficult to impose in other areas of the school. It is important that we all uphold the ‘cohesive team’ principle.
5. Students are silent when teacher addresses the whole class
To be effective in our teaching we simply must not give instructions out in competition with class noise. A variety of techniques can be used to achieve quiet such as 5-4-3-2-1 and a range will be referred to in the “What do I do if…?” booklet for staff. Publicly praise groups of students who respond promptly. If this is an issue with certain groups make it your priority process learning objective for the class. Talk to them about it and get them on board, agree your ground rules, practice them, praise, reward.
6. Students bring their own basic equipment - pen, pencil, ruler, rubber, sharpener
Have a stock ready just in case. Pick up issues later when the flow of the lesson won’t be interrupted. If appropriate make it the point of a ‘Learning Conversation’ and if lack of equipment is a persistent problem contact the relevant form tutor.
Students should be encourage to purchase basic equipment from student services.
7. Students follow the agreed format to answer or ask a question
Constantly praise students who do this. Reprimand students who call out and don’t accept their contributions.
8. Controlled and orderly dismissal
Students are the teacher’s responsibility for the whole of the timetabled period. Students let out early disrupt other nearby classes and duty staff are not in place to supervise them because they are still in their classrooms. This is particularly significant at the end of the day. Plan the lesson to allow plenty of time for packing away and to hold the plenary so the lesson can end on a positive note.
9. Consistent application of school policy - mobile phones, iPods, computer games
In order to provide a consistent experience for students, and to make application of discipline easier for us all, it is important that all colleagues adhere to the rules about mobile phones and personal music players etc. The Student planner makes it clear to students what is permitted. Simply put, mobile phones and iPods (including ear pieces) should be switched off and out of sight except, break and lunch times.
General Strategies for Successful Classroom Management
Consistency is fundamental when adopting any successful behaviour management strategy. However, if a member of staff requires any support with a class or individual student, it is recommended that they seek guidance from a Director of Learning or Subject Leader.
Rewards and Recognition
Rewards that are used effectively can make significant changes to attitude and behaviour from students. The rewards below also underpin the House System and all rewards equate to a value of house points. Members of staff can award house points using the following Behaviour for learning system. Alongside this Houses will celebrate individual success within termly house assemblies.
Despite all of the positive behaviour management strategies, there will be times where student’s behaviour requires a consequence.
In keeping with our belief that behaviour is a choice it is important that students understand there will be consequences if they choose to work outside our fair rules. The consequence should link the behaviour with the sanction and is applied to the misdemeanor rather than the student. The certainty that there will be a consequence for poor behaviour or insufficient work is more important than the severity of the sanction. Any system will be as strong as the weakest link and it is essential that all staff apply rewards and sanctions consistently.
Please use the following flow diagram when issuing sanctions…
Issuing staff Behaviour type Actions
Refusal – Level 3
- If the student refuses to follow instructions, leaves the classroom without your permission or is involved in a very serious incident that cannot be dealt with at Level 2, the Level 3 threshold has been reached.
- A Senior Leadership Team (SLT) CALL OUT must be placed by sending a responsible student to reception. A member of SLT will come and collect the student and escort them to the inclusion zone where an appropriate sanction will be issued.
- Students will be sanctioned according to their level of behaviour. Incidents that might meet the threshold for Exclusion will be referred directly to the Deputy Headteacher.
Early Intervention - Recording Reporting and Monitoring
Consistent recording, regular reporting and monitoring are essential tools in early intervention strategies with students and families.
Students will be monitored for a period of five school days at which point the report will be reviewed. If the student has complied with the three fair and realistic behavior/effort targets, then he/she will move down a level (or exceptionally two levels at the discretion of the Director of Learning or Link AHT).
The Inclusion Zone
The Inclusion Zone has been established in consultation with Medway and drawing upon DfES guidance on Learning Support Units. It is run by a team of teachers and teaching assistants led by the SENCO. External agencies such as Behaviour Support will also form part of the provision. The attached ‘routes of entry’ (Appendix 2) gives a diagrammatic indication of four key functions:
a) Time Out
b) Internal Exclusions
This facility aims to improve ‘inclusion’, combat disaffection and reduce the number of exclusions from school
Expectations are that:
- Staff should arrive on time
- Any uniform issues should be addressed
- Students should put equipment and planner (where applicable) on the desk ready for the lesson
- Learning objectives should be shared with the students
- Register must be taken for p5 registration this is a statutory, legal requirement
- Lessons should be planned to meet student needs
- Homework should be set accordingly, recorded on SIMS and in the student planner
- There should be an orderly and supervised exit from the classroom - Teacher is responsible for ensuring room is left in a neat and safe way
This policy is based on the Secretary of State’s Guidance. Detention is one of the sanctions used to support the school discipline (behaviour management) policy. The Education Act 1997 gives schools legal backing to detain pupils after the end of a school day.
The school, by law, must give at least 24 hours written notice of a detention to the parent indicating:
- that their child has been given a detention
- why it was given
- when, where and for how long
In practice a detention would need to be set with two school days notice.
Any parental objections will be dealt with by the Subject Leader in the first instance, who may refer to the Director of Learning, and thereafter to the Link Deputy Headteacher.
Failure to attend
If a pupil fails to attend an after school detention without a valid reason in writing from a parent/carer the student will be internally isolated in the inclusion zone until 4pm the following day.