Behaviour and Rewards Policy

Principle:

To ensure support for the school ethos, Pleckgate High School expects all students to display high standards of behaviour at all times. Students will learn best in a safe and calm atmosphere, and good behaviour is essential to enable students to feel secure. Good behaviour will allow for teaching and learning to take place at a high standard. The behaviour policy is intended to ensure consistency across the school, reward good behaviour and promote the teaching of high expectations using behaviour for learning in the classroom.

Purpose: 

  • To promote good behaviour, self-discipline and respect
  • To prevent bullying
  • To provide a broad, balanced and relevant curriculum related to the needs of individual students
  • To provide a lively and stimulating learning environment
  • To ensure students are aware of school’s expectations and create a positive ethos
  • To work with parents and carers in fostering a sense of pastoral and social responsibility in their children
  • To encourage staff to respond to all cases of poor behaviour in a constructive and consistent manner
  • To use the Behaviour for Learning system to ensure a respectful climate across all areas of the school

The school will: 

  • Share Behaviour and Discipline procedures with students, parents and staff alike so that behaviour and discipline is at the centre of learning at Pleckgate.
  • Ensure that all staff must use the ‘Pleckgate Behaviour Stages’ and the SIMS behaviour system to ensure a consistent approach.
  • Students are made aware of the need to display high standards of behaviour, by recognising the rights of the residents and local communities, when travelling to and from the school and when participating in activities off the school site.
  • Treat students in a professional manner, applying sanctions fairly and consistently.
  • Encourage good behaviour through a mixture of high expectations, clear policy and an ethos, which fosters discipline and mutual respect between pupils, and between staff and pupils.
  • Praise students for hard work, cooperation, helpfulness, improvement and excellence, using the rewards system where appropriate.
  • Take seriously any complaint of bullying or unfair treatment.
  • Utilise a range of disciplinary measures using the Behaviour for Learning system.
  • Sanction poor behaviour of students both on and off the school site where it feels it is appropriate. Ensure punishments are reasonable and proportionate and do not breach any other legislation. Monitor persistent poor behaviour through the school’s behaviour management systems and implement relevant interventions.
  • Take seriously its legal duties under the Equality Act 2010 and in respect of students with special educational needs.
  • Consider whether poor behaviour gives cause to suspect that a child is suffering, or is likely to suffer, significant harm. Where this may be the case, school staff should follow the schools’ safeguarding policy.

Teachers and other staff have statutory authority to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction. This means that if a pupil misbehaves, breaks a school rule or fails to follow a reasonable instruction the teacher can impose a punishment on that pupil.

Teachers’ powers to discipline include: 

  • Restorative meetings
  • The power to impose detention outside school hours and discipline pupils even when they are not at school or in the charge of a member of staff
  • Withdrawal of privileges
  • The power to confiscate pupils’ property
  • The power to screen and search pupils
  • The power to use reasonable force and other reasonable physical contact
  • The power to discipline beyond the school gate
  • Short term removal from lessons to a ‘Referral Room’
  • A fixed period of time isolated from class in the school exclusion unit
  • Fixed term exclusion from school
  • Attendance at governor behaviour panels
  • Permanent exclusion

Practice:

Students and parents are kept fully aware of the standard of behaviour expected by the school through:

  1. Behaviour and conduct expectations are shared during initial transition to Pleckgate High School.
  2. Parents issued with individual Vivo log-ins (I/D numbers) so that they can track their child’s progress through the Vivo rewards system.
  3. The publication of the school rules found in handbooks, planners and on the school website. iv. Communications from school to home such as Headteacher letters and student reports.
  4. Pleckgate Behaviour Stages that are regularly shared with students.
  5. The Home School Agreement signed by all parents at the start of their child’s school career at Pleckgate.
  6. The theme of good behaviour is regularly reinforced through the pastoral system, during assemblies delivered by senior staff and Learning Managers and through the PSHE programme.
  7. Students who are good role models are selected/elected to positions of responsibility e.g. Head boy/girl, school council
  8. All students are encouraged to take responsibility for their actions by preventing the escalation of problems through use of the anti-bullying reps (empathy team) and or consultation with teaching and non-teaching staff.
  • Detentions and rewards are recorded on the computerised SIMS & Vivo systems allowing for analysis to identify problems at an early stage.
  • Support for students with identified problems is provided through: –
  1. The Learning Support Department
  2. Pastoral Managers
  3. Pastoral Support Programmes
  4. Daily/weekly/subject report sheets/booklets
  5. SLT report monitoring sheets

Rewards 

  • Praise and encouragement in lessons to recognise achievement.
  • Positive written comments in books.
  • Vivo rewards.
  • Certificate/prizes to recognise achievement.
  • Departmental awards.
  • Year group certificates and prizes.
  • Display of quality work around classrooms and school.
  • Attendance certificate and prizes.
  • Invitation to take part in school activities and trips.
  • Charity awards.

Monitoring 

  • Of behaviour and discipline is carried out by:
  • Staff being equally responsible for the monitoring of student behaviour around school.
  • Tutors, Learning Managers and departmental leaders making use of the weekly behaviour reports.
  • Duty staff before and after school, during and after break and lunchtimes.
  • Subject leaders/teachers/TA’s during lesson times.
  • Parents through individual school records.
  • SLT.
  • Governing Body.

Evaluation 

The following aspects will be regularly analysed as part of the Schools Behaviour and Attendance Profile, in order to inform practice:

  • Impact on student attainment, especially underachievers
  • Number of students bullied or racially abused
  • Percentages of students who receive fixed term and permanent exclusions
  • Number of positive and negative events in each form/year group
  • Feedback from parents through LPPA and parents’ evening
  • Feedback from external agencies, i.e. EWO, Connexions, Ofsted, LEA

Click here to download the Behaviour and Rewards Policy in full