Behaviour for Learning Policy

This behaviour for Learning Policy is also available via PDF format here - (Issue date: January 2022 - Review Date: January 2023)

Purpose of policy and guiding principles

• The Governors and staff of Kingsway Park High School are committed to providing a learning environment which will support the children and young people in our care.
• Kingsway Park High School has very high standards and expectations for all of its cohort. The school believes that all students have the capacity, and the right, to reach their full potential. Therefore, this policy and our practices have been developed to ensure that there is an environment within the school that is conducive to learning. This ensures students of all abilities, backgrounds, and needs can achieve their academic potential and be prepared for their future.
• The school’s behaviour expectations are guided by our core values;

Kindness, Perseverance, Helpfulness and Success

We expect staff to model these core values and use them in discussions and interactions with students.

• Kingsway Park High School believes that students should be encouraged to adopt behaviour that supports learning and promotes positive relationships. Poor behaviour and low-level disruption can threaten the rights of young people to have an effective education, and can lead to students feeling unsafe, bullied, intimidated, or threatened.
• The Kingsway Park Behaviour for Learning Policy (BfL) seeks to encourage young people to make positive choices, choices that will be reinforced through rewards. The school’s rewards system is based on Achievement Points which are promoted throughout daily school life.
• This policy specifically outlines our behaviour for learning expectations, rewards for good behaviour, consequences of poor behaviour, and the steps/strategies involved in managing student behaviour.
• For some students with special educational needs and disabilities, reasonable adjustments will be made to ensure they reach their potential. The school will ensure that students are provided with appropriate support to recognise their individual needs. All staff are provided with detailed information about the needs of the students in their groups, so that the curriculum can be differentiated appropriately. The reasonable adjustments could include adapting the Classroom Consequence System, amending behaviour ‘triggers’, or extending the timeline before exclusion is considered. All students and staff will be supported to understand reasonable adjustments
• It is imperative to the operation of this policy that BfL is seen as the responsibility of ALL staff, providing consistency across the Kingsway community.

Links with legislation and other Kingsway Park High School policies

This ‘BfL Policy’ has been written with reference to the following Department for Education (DfE) documents, which should be read in conjunction with this policy:

• Exclusion from maintained schools, academies and pupil referral units in England 2017.
• The School Discipline (Pupil Exclusions and Reviews) (England) Regulations 2012.
• Preventing and Tackling Bullying: advice for headteachers, staff and governing bodies 2017.
• DfE and ACPO Drug Advice for Schools 2012.
• Use of Reasonable Force in Schools 2013.
• Behaviour and Discipline in Schools: guidance for headteachers and staff 2016.
• Screening, Searching and Confiscation: advice for schools 2018
• Keeping Children Safe in Education 2021
• In addition, there are several Kingsway Park High School policies which link to our BfL policy, including the:

• • SEND Policy.
  • Teaching and Learning Policies.
  • Anti-Bullying Policy.
  • Child Protection and Safeguarding Policy.
  • Attendance and Punctuality Policy for Students.
  • Prevent Policy.
  • Reasonable Force Policy.

This policy also considers;

The Equality Act 2010, specifically the school’s responsibility to make reasonable adjustments for students who are considered to have a disability, as defined by the act.

The Education and Inspections Act 2006.

The school reserves the right to apply the DfE guidance above, and any future changes to statutory regulations, in full.

Pastoral staff /structure

The school has five-year groups, Year 7 through to Year 11, with approximately 10 tutor groups in each year. Each tutor group has a personal tutor. Throughout this policy, there is reference to the key pastoral staff who have responsibility for monitoring, analysing and implementing the BfL policy.

These staff are:

Assistant Headteacher - Behaviour, Attendance and Inclusion.

Pastoral Manager - who has responsibility for the Heads of Year.

Heads of Year - who each have responsibility for their year group. Each year group has two Heads of Year (HOY), who implement this policy on a day-to-day basis. They make decisions for their year group to ensure a strong learning environment is embedded in the school.

Provisions

All students at Kingsway Park High School are asked to meet the following expectations:

• Comply with staff instructions first time without question. Students should follow any instruction given by a member of staff in lessons and around the school.
• Be punctual to school/lessons and bring all required equipment. Any student who arrives late to school, or lessons, or fails to bring their equipment, may be required to undertake a ‘Catch Up’ (See page 6) during break, lunch or after school.
• Have a polite and positive attitude towards staff and peers at all times.
• Be prepared - In all lessons have your planner out on the desk, record homework and complete it on time. This will enable staff to easily give rewards or quickly express concerns with parents. Students who do not complete homework on time, or do not complete it to the required standard, will be required to undertake an after school catch up.
• Follow the teacher’s instructions in relation to speaking in class, which may vary depending on the focus of the lesson.
• Always walk calmly and quietly around the building. Do not have inappropriate physical contact with other students. Students are expected to have regard for the safety of themselves and others whilst moving around the school building at all times during the school day. Students who fail to do this, and disrupt the good order of the school, will receive a sanction (for example an after school catch up, REFLECT etc.) depending on the nature of the incident.
• Respect the building and its contents, never drop or leave litter – use the bins.
• Kingsway Park believe in high standards in and out of school. Sanctions can apply to poor behaviour off school site or out of school hours (See Appendix 1)

Behaviour for Learning System

The Behaviour for Learning (BfL) System is at the core of the school’s behaviour management policy.

Rewards

Rewarding positive behaviour is key to the success of our BfL policy. Students can receive positive rewards when they do something well, and their progress is logged on class charts.  The rewards are called achievement points, and they can be spent at the online class charts shop.

Positive Reward = 5 Achievement Points

Good Reward = 10 Achievement Points

Very Good Reward = 15 Achievement Points

Excellent Reward = 20 Achievement Points

Outstanding Reward = 25 Achievement Points

In addition, students will be given values awards when they are observed meeting our school values of Kindness, Perseverance, Helpfulness and Success.  Each award is worth 10 Achievement points.  If a student receives 50 Achievement points for the same value, they will then receive the appropriate values badge to wear with pride on their blazer.

Kindness Award = 10 Achievement Points

Perseverance Award = 10 Achievement Points

Helpfulness Award = 10 Achievement Points

Success Award = 10 Achievement Points

At the end of each term, the tutor group in each year group with the most positive rewards points wins a class prize - e.g. - Time in the school hall watching a film of their choice, a luxury breakfast during period 1, a celebratory lunch etc.

Teachers’ can also send Bee postcards home to parents/carers to reward hard work and positive attitudes.

Students can also earn achievement points through extra curriculum classes.

At the end of each half term, we have Celebration Assemblies.  During the assembly,  students nominated by their subject teachers are acknowledged, and the winners receive a certificate and voucher. Students who achieve 100% attendance in an academic year will also be awarded a special attendance badge, bronze, silver or gold for each term. Students who have received 0 behaviour points during a term, will be in receipt of a bronze, silver or gold star badge, enabling them to achieve all 3 stars per academic year.

The Classroom Consequence System

The Classroom Consequence System is designed to give students choices. Its principle role is to support learning by tackling and dealing with low level disruptive behaviour - behaviour that undermines the student’s own learning or that of others. If unchecked, this sort of behaviour disrupts lessons and undermines the authority of the teacher. (See Table 1 page 6)

‘Consequences’ are not a replacement for good classroom management techniques and will not compensate for poor teaching and/or unstructured lessons.

All behaviour will be logged on class charts, our online behaviour monitoring system. Parent/carers and students have login details to allow them to view the behaviour log. The Pastoral Team will regularly analyse all behaviour points that are given. They will communicate with parents/carers and put interventions into place when needed

At Kingsway Park High School there are 3 levels of risk or intent. These are Low (C1), Medium (C2) and High (C3). It is crucial that ALL staff and students fully understand the level of risk or intent before dealing with a situation. It is also important that as well as ALL staff recording the behaviour incidents on Class Charts, that they also log the outcome they have put in place. Staff and curriculum leaders are expected to deal with C1 and C2 behaviours. C3 will automatically be picked up by the Pastoral teams.  Any incident passed through to the Pastoral team, is thoroughly investigated to attain the appropriate action or sanction.

Poor behaviour results in the student receiving Behaviour Points.

      C1 = 5 Behaviour Points                     C2 = 10 Behaviour Points                    C3 = 20 Behaviour Points

Catch Up

These are what other schools call detentions. The school will issue a catch up for a breach of the school rules. Where possible, parents/carers will be notified in advance through the planner, phone call, text message or email. Catch ups can occur at break time, lunch time or after school.  After school catch ups will be no longer than one hour.  Catch ups will be issued for the following reasons:

• Inappropriate behaviour in lesson
• Inappropriate behaviour during non-structured times.
• Inappropriate behaviour during travel to and from the school.
• Being late to school. (Initially with personal tutor at break/lunch, but persistent punctuality issues or continued punctuality issues will lead to after school catch up with the HOY)
• Being late to lessons
• Failing to complete homework on time or to an acceptable standard.
• Breaching the Uniform Policy. All students are expected to adhere to the school’s uniform policy (See Appendix 2). Any student who fails to arrive in school with the correct uniform, or with coloured hair, an extreme hairstyle, piercings, false nails and/or nail varnish will be asked to rectify the situation before they enter the building. If the situation cannot be rectified the student will receive a break time catch up and the issue logged on Class Charts. If the uniform issue is not resolved by the next school day, the student will receive an after school catch up.  Parents will be contacted. On occasions the school will loan students uniform, if this happens it will be noted in the student planner with date and duration.

Note: Under DfE guidelines, schools do not have to inform or require consent from a parent/carer in order for a student to complete a catch up. (Please refer to the Behaviour and Discipline in Schools: guidance for headteachers and staff 2016).

Curriculum Area Buddy System

Each curriculum area has a BUDDY SYSTEM rota for each lesson.  If a student’s behaviour is affecting   the learning of others within the classroom, then a students may be sent to another classroom for the remainder of the lessons.  The Buddy System is logged on Class Charts as a C2, 10 Behaviour Points and the Pastoral team and Curriculum Leader will monitor its use.

Removal From Lesson

Any student who fails to meet Kingsway Park expectations, fails to attend catch ups or displays behaviour        that is not acceptable, may be removed from normal lessons for the day. They will spend the day with a senior member of staff, completing classwork and discussing their behaviour. This will include social times.

Reflect

Kingsway Park High School will use REFLECT, our inclusion centre, when student behaviour

negatively impacts on the learning and/or safety of students. REFLECT will also be used when it is

appropriate if the good order of the school is threatened and/or student behaviour could potentially

damage the reputation of the school. REFLECT students are expected to attend 9am – 3.30pm. Students leave REFLECT on an orange report card, where their Head of Year will monitor daily. The length of time the student will be on the report card, is at the discretion of the Head of Year.

Students may be placed in REFLECT for the following reasons:

• Numerous C2’s within a lesson (please see section 2.1 - Classroom Consequence System).
• A serious incident or serious breach of the school rules – classed as C3
• Truancy
• Bullying
• Return from a Fixed Term Suspension

 Whilst in REFLECT students must meet the school’s expectations:

• Full uniform to be worn
• Phones/earphones to be placed in the envelope provided
• To have full equipment including school work books
• 15 minutes of reading to begin the day, to allow time for students to settle
• Work to be completed to the best of their ability and monitored throughout the day
• Time to reflect on their behaviour
• Restorative conversation/repair meeting to take place where appropriate
• Late arrival will result in students returning the following day to complete an appropriate amount of missed time

If students follow all instructions, remain polite and complete all work/restorative work, the time of leaving could be reduced to 3pm

Students who fail to meet these expectations will be made to repeat their day in REFLECT on the next day. Should a student continue to display unacceptable behaviour whilst in REFLECT then a school suspension will be given. The length of the suspension will always be for one day in the first instance. Students who are suspended for failing to meet the REFLECT expectations will be required to successfully complete a full day in REFLECT until 3.00pm on their return. REFLECT data is monitored and analysed by the Inclusion Manager, Pastoral Manager, Heads of Year and the Assistant Headteacher for Behaviour, Attendance & Inclusion.

Use of reasonable force (Please see the Kingsway Park High School -  Reasonable Force Policy)

All members of the school staff have a legal power to use reasonable force. This power applies to any member of staff at the school. It can also apply to people whom the Headteacher has temporarily put in charge of students, such as unpaid volunteers, cover staff or parents/carers accompanying students on a school organised visit.

CCTV

Kingsway Park High School reserves the right to use CCTV for the purpose of maintaining discipline and managing behaviour. The use of CCTV is outlined in the school’s Data Protection Policy and related legislation

Strategies to support students BfL

Kingsway Park are committed to supporting students. We use a wide variety of behaviour interventions.

Waves of Intervention - The support and interventions available for our children and young people is extensive. We offer support based around different waves – the Universal, Internal and External Wave.

 

Parents/Carers will be fully informed about any interventions or support mechanisms put in place for their child.

Examples of Behaviour Interventions

Report Cards

Report Cards may be used by Heads of Year for students who have accrued too many behaviour points.

There are five levels of report:

• Personal Tutor (PT) report (green)
• Head of Year (HOY)report (orange)
• Pastoral Manager (PM) report (Red)
• Senior Leadership Team (SLT) report (Blue)
• Governors Welfare (GW) report (Purple) (See Page 12)

Students will be placed onto one of these reports when their behaviour becomes a concern.  The student will remain on a report card for 4 weeks. A review will then take place. If the period has been a success, the student will be removed from the card. If behaviour is still a concern, the student will be moved to a higher-level report card.

• The report cards will have SMART targets that will address the students’ difficulties. Teachers will make a judgement within lessons as to whether the targets have been achieved.  Failure to achieve a target within a lesson will result in a catch up with the person monitoring the report card.
• The report should be signed by a parent/carer every day.
• At the end of each term all students will be removed from report.

Student Support Systems

Link-meetings – the Pastoral Manager will meet with each individual Head of Year once a week to help support with day-to-day issues and discuss further support for individual students within the year group.

Pastoral Team meetings

These are held weekly, all members of the pastoral team attend. Operational issues are discussed but the focus is the analysis of pastoral data (behaviour tracking/attendance/punctuality).

Strategic Inclusion meeting

This meeting is held Thursday after school. The members of this group are:

• Assistant Head Teacher for Inclusion
• Pastoral Manager
• SENCO
• Kingsway Avenue Specialist staff
• ALPHA Manager
• REFLECT Manager
• Safeguarding Leads
• Family Support Lead
• Attendance Manager

The purpose of these meetings is to discuss specific students and identify the strategic approach to support the needs of each of these students.  Since there are representatives from all the inclusion provision within school, a way forward can quickly be identified in order to support the needs of this student. It also means intervention can be rapid to support the needs of student.

Family Support Worker

Kingsway Avenue work closely with external agencies and support to ensure that all the needs of these particularly vulnerable students are met. Through the Family Support Worker, Kingsway Avenue works closely with vulnerable families to ensure that these students have the appropriate support in school.

Pastoral Support Plan (PSP)

A PSP is designed to support those students for whom the basic school-based reasonable adjustments    have not been effective. The aim of the PSP is to involve the student and parents/carers in the shared challenge of improving behaviour, attainment and social skills.  Once the PSP is signed all teaching staff are made aware of its content. (See Appendix 3)

Modified Timetable

As an alternative to suspension, the Headteacher may, in limited circumstances, make use of a modified timetable, part-time timetable or phased re-integration plan to support a student. The modified timetable will be for an agreed, fixed period - for example one term.  In the last week of the fixed period, it will be reviewed by Kingsway Park High School and parents/carers.

Kingsway Avenue

Students who have additional needs or learning difficulties that are a barrier to their learning will be monitored and supported by Kingsway Avenue, our Support and Inclusion facility. Kingsway Avenue has rooms for Foundation, Nurture and International New Arrivals (ALPHA), providing safe and supportive surroundings for students. This facility is used to access the curriculum and during social times. At break and lunch, students may come to complete homework, play board games, or just come to sit quietly and read. Kingsway Avenue is also the area where most of our interventions take place.

Foundation Rooms

We have three foundation classes within Key Stage 3, one in each year group. These classes are taught by highly skilled additional needs specialists, who deliver a bespoke Foundation Curriculum to our children. Around 65% of the curriculum is delivered within each foundation room, allowing the student a nurturing, friendly and familiar base for the majority of their learning. The foundation room acts as the child's second home, built on a sense of belonging and special bonds forged with the staff that teach there. Our foundation rooms recognise the importance of transition in children’s lives and builds independence at an appropriate pace for the individual student.

Nurture Room

Our nurture room offers a range of opportunities for our students to engage with missed early nurturing experiences, giving them the social and emotional skills to do make friends, develop their resilience and be more confident with the trials and tribulations of life. The specialist nurture teachers deliver a programme which is based around six principles:

- A student's learning is understood developmentally.

- The classroom is a safe base

- Nurture develops wellbeing

- Language is a vital means of communication

- All behaviour is communication.

- The importance of transition to develop our students.

ALPHA

ALPHA plays a vital role in the resettlement of International New Arrival (INA) students and their families. It helps INA students to adjust to and succeed in their new culture as part of the Kingsway family. A sense of belonging for INA students has been linked to feeling understood and valued as a member of the school community, as well as developing motivation towards academic achievement.

Personalised Learning Provision

Our Personalised Learning Provision allows young people in Key Stage 4 to access a curriculum that is tailored towards their specific strengths. Predominately based away from them main school site, it allows the students to access their learning in specialised facilities that are based on our Kingsway Avenue Nurture aims. The curriculum is taught by specialist staff and includes the core subjects along with qualifications aimed to raise self-esteem, confidence and employability skills.

This individualised provision is for students who are:

• School refusers or poor attenders
• Extremely disaffected and at risk of Permanent Exclusion
• Demonstrating very challenging behaviours that are impacting on their learning and the learning of others

The provision focusses on ensuring that NO student leaves Kingsway Park High School without qualifications.  It also gives the opportunity for external providers and careers guidance to support these types of learners and their specific needs.  There are a wide range of interventions and support in place in this provision such as work experience placements, outdoor learning opportunities and life skills.

 Managed Moves

To avoid a permanent exclusion, Kingsway Park may attempt to arrange a managed move for a child at another school. A managed move will be on a trial basis for 12 weeks; with a review meeting to take place at 6 weeks. If the move is successful, then the student will become a member of the trial school. If the managed move fails, Kingsway Park will have to consider, based on the circumstances, what the next course of action should be.

Governors Welfare Panel

In certain cases, if a student is at risk of permanent exclusion, it may be decided to convene a Governors Welfare Panel meeting. The panel will consist of a member (or members) of the Governing Board who will meet with the student, parents/carers and senior leaders at a mutually agreed time. The meeting seeks to avoid permanent exclusion by discussing strategies to improve the situation or behaviour

Suspensions

‘Good discipline in schools is essential to ensure that students can benefit from the opportunities provided by education. The Government supports Headteachers in using suspensions as a sanction where it is warranted.’ (DfE Exclusion from maintained schools, academies and pupil referral units in England 2017)

All decisions to suspend from school are serious and only taken as a last resort, or where the breach of the school rules is serious. Kingsway Park High School will use suspensions when student behaviour seriously and negatively impacts on the learning and/or safety of students. Suspensions will also be used when the good order of the school is threatened and/or student behaviour could potentially damage the reputation of the school. Only the Headteacher (and the Assistant Headteacher for Behaviour, Attendance & Inclusion when responsibility is delegated to them by the Headteacher) may suspend for one of the following reasons:

• Failure to comply with a reasonable request from a senior member of staff. (Failure to wear a school uniform which has been provided (where possible) for a student who is wearing incorrect uniform is regarded as failure to comply with a reasonable request)
• Breaches of health and safety rules, including COVID rules.
• Verbal abuse of staff, other adults or students.
• Possession of drugs and or drug paraphernalia and/or alcohol related offences. (See Appendix 4 – Screening, searching and confiscation)
• Failure to comply with the ‘Consequence System’ and REFLECT. - Wilful damage to property.
• Homophobic or racist bullying.
• (See the Kingsway Park- Anti Bullying Policy)
• Sexual misconduct.
• Making a false allegation against a member of staff.
• Behaviour which calls into question the good name of the academy.
• Persistent defiance or disruption.
• Minor assaults or fighting that is not premeditated or planned.
• Other serious breaches of school rules.

The length of the suspension will be dependent on the severity of the incident and will be at the discretion of the Headteacher (and those acting in this capacity as delegated). Suspension data is closely monitored by the Assistant Headteacher for Behaviour, Attendance & Inclusion in conjunction with the Pastoral Manager and REFLECT Manager. It is the responsibility of the Assistant Headteacher for Behaviour, Attendance & Inclusion to report to the Senior Leadership Team and Governors on suspensions and ensure that the process has the desired positive impact on both standards in the school and on the majority of students involved in the process.

Kingsway Park High School is keen to ensure a balance is met, between the use of suspensions to deal with persistent disruption, and their impact on the individual’s ability to re-engage with their learning. For this reason, it has been decided to use a maximum suspension period of up to five days for any single incident in the process. A Headteacher retains full authority to vary the length of any suspension at any time, however no student will receive greater than 45 days’ suspension in any one academic year without consideration by the Headteacher of permanent exclusion for persistent disruption and defiance.

Please note that the Headteacher also retains the right to permanently exclude a student for persistent disruption and defiance even if they have not reached 45 days. In addition, the Headteacher retains the right, at any time, to permanently exclude those students who persistently cause disruption to the learning of others.

Permanent Exclusion

‘A decision to exclude a student permanently should only be taken in response to a serious breach or persistent breaches of the school’s behaviour policy AND - where allowing the student to remain in the school would seriously harm the education or welfare of the students or others in the academy’

(DfE Exclusion from maintained schools, academies and pupil referral units in England 2017).

The Headteacher will make the judgement, in exceptional circumstances, where it is appropriate to permanently exclude a child for a first or ‘one-off’ offence. These offences might include but are not limited to:

1. a) Serious actual or threatened physical assault against another student or a member of staff.
2. b) Sexual abuse or assault.
3. c) Supplying an illegal drug.
4. d) Possession of an illegal drug with intent to supply
5. e) Carrying an offensive weapon (See Appendix 5 – Offensive Weapons definition)
6. f) Making a malicious serious false allegation against a member of staff.
7. g) Potentially placing students, staff and members of the public in significant danger or at risk of significant harm.

These instances are not exhaustive but indicate the severity of such offences and the fact that such behaviour can affect the discipline and well-being of the school community.

The Headteacher may also permanently exclude a student for:

• Persistent disruption and defiance including bullying (which would include racist or homophobic bullying).
• Repeated verbal abuse of staff
• Persistent disruption and defiance that may or may not be directly linked to the Classroom Consequences System.
• Repeated possession and/or use of an illegal drug or drug paraphernalia on school premises.
• Any serious incident which the school deems to be of an extremist nature.
• An offence which is not listed but is, in the opinion of the Headteacher, so serious that it will have a detrimental effect on the discipline and well-being of the school community.

Police

Kingsway Park High School will involve the police in all matters where criminal activity has taken place or is suspected of having taken place. In addition, Kingsway Park High School will inform the police of any intelligence which may support the police in preventing or tackling criminal activity. A student and his or her family have the right to contact the police if they feel that a criminal offence has been committed.

Governors Discipline Meeting

Under DfE Guidance ‘Exclusion from maintained schools, academies and pupil referral units in England 2017’, a meeting of the Behaviour Committee of the Governing Board must be convened by the Headteachers PA (acting as the Clerk to the panel) within 15 days of receiving the notice of exclusion for the Governing Board to consider re-instatement when:

• The Suspension will take the student’s total days of exclusion above 15 for a term.
• Recommendation of permanent exclusion is made by the Headteacher or Assistant Headteacher for Behaviour, Attendance & Inclusion as delegated in his/her absence for a one-off incident or persistent breaches of the school’s behaviour policy and were allowing the student to remain in school would seriously harm the education or welfare of the student or others in the school
• The Suspension would result in the student missing a public exam or national curriculum test

The Behaviour Committee will comprise of three members of the Governing Board who can hear the case impartially. If a member has a connection with the student, or knowledge of the incident that led to the exclusion, which could affect his or her ability to act impartially, he or she should step down.

The Governors Discipline meeting can decline to reinstate (i.e., uphold a permanent exclusion) or direct the student’s reinstatement, either immediately or on a particular date.

The meeting must be convened by the 15^th school day after the date of the receipt of notice to consider the permanent exclusion.

The Clerk will circulate the paperwork for the Behaviour Committee meeting to all parties invited to attend at least five days in advance of the meeting.

The parent/carer has the right to attend the meeting, and/or make written representations. This should be submitted to the Clerk as soon as possible before the meeting. The parent/carer may bring a friend or a legal representative if they wish.

The Headteacher and the Assistant Headteacher for Behaviour will be invited to attend the meeting. Parents/carers have the right to invite the Local Authority Exclusions Team to attend the meeting.

Within one academy day of the meeting, a letter will be sent detailing the decision of the Governors Discipline meeting. Following a permanent exclusion, the letter will also detail the procedure for appeal regarding an Independent Review. The parent/carer has 15 school days after the day on which notice in writing was given of the Governors Discipline meeting decision to appeal,

Independent Review Panel

If parents/carers want to appeal Independent Panel will be outlined in the letter following a Governor’s decision not to reinstate a permanently excluded student. Parents will be informed of their right to request a Special Educational Needs expert at the IRP hearing. The legal time frame for an application for lRP to the independent review panel is set out in the DfE guidance.

Roles and responsibilities regarding BfE

The Role of the Headteacher/Assistant Headteacher Behaviour

• The role of Headteacher/Assistant Headteacher Behaviour is to ensure that this policy is applied fairly and consistently across the school.
• The Headteacher and Assistant Headteacher Behaviour will be responsible for reporting to Governors on its performance.

The Role of the Governing Board

• Governors will be responsible for monitoring the behaviour of students through Governors’ meetings.

The Role of Parents and Carers

• The policy is available in full via the Kingsway Park website.

Dealing with allegations against members of staff

Where there are allegations made against members of staff, these will be investigated swiftly and consistently by the School Leadership Team in line with the School Complaints Policy.  Where there are issues relating to safeguarding and child protection, these will be dealt with via the appropriate channels including immediate communication with the Local Area Designated Officer (LADO) for Child Protection.

Kingsway Park takes its responsibility for safeguarding and child protection extremely seriously.  With this in mind, we also regard false and malicious allegations against members of staff by students as an extremely serious breach of the school discipline code. Hence serious sanctions will be imposed against students who knowingly make such false allegations.

Monitoring and Evaluation of the BfE Policy

The Governing Board will evaluate the impact of this policy by receiving written data from the Headteacher/Assistant Headteacher behaviour at timely intervals throughout the year, to include:

• The number and range of rewards for good behaviour each term.
• The number of suspensions and permanent exclusions.
• The number of internal exclusions and off-site inclusions at other schools.
• The number of managed moves.
• Instances of bullying and the action taken.
• Support provided for the victim(s).

As part of the review of this policy, Governors will seek feedback from the student voice, staff and parents to judge its effectiveness.

Appendix 1

 Behaviour outside the school site/hours

Parents/carers are encouraged to report criminal behaviour, anti-social behaviour and serious bullying incidents that occur anywhere off the school premises which pose a threat to a member of the public or a student to the police as soon as possible. If a member of the public, school staff, parent/carer or student reports criminal behaviour, anti-social behaviour or a serious bullying incident to a school member of staff the Headteacher or Assistant Headteacher for Behaviour, Attendance & Inclusion must be informed. In addition, if the Headteacher/Assistant Headteacher for Behaviour, Attendance & Inclusion considers that the misbehaviour is linked to a child suffering or being likely to suffer significant harm the school’s Child Protection and Safeguarding Policy will be followed.

For health and safety reasons, very high standards of behaviour are expected on school residential and day trips. The school will use the same behaviour sanctions that are applied to incidents of misbehaviour that occur on the school site. Where poor behaviour outside of school and school hours occurs, the school reserves the right to issue a consequence, a suspension or permanent exclusion. The full consequences system will apply at the school’s discretion.

Students are expected to wear full school uniform correctly when travelling to and from the school and must not be involved in behaviour that could adversely affect the reputation of the school or safety of themselves or others. For example:

• Uniform – students will be issued with a catch up for breaches of the school uniform requirements.
• Students should not smoke on their journey to and from school. If they are found smoking whilst wearing school uniform, the consequences system will be used.
• Misbehaviour on the school bus will result in the school behaviour policy sanctions being applied (e.g., REFLECT, suspension, permanent exclusion) and a ban from using the school bus service for either a fixed period, or permanently.
• Dangerous behaviour outside of school which could adversely affect the reputation of the school or poses a threat to the school community or wider school community, will be viewed extremely seriously and will result in the school behaviour policy sanctions being applied (e.g., REFLECT, suspension, permanent exclusion).

Appendix 2

Uniform

All students are expected to have a high standard of uniform and personal appearance at all times. Our Uniform Code is on the inside front cover of this planner. Ties, blazers, skirts, summer shirt and PE kit can be bought from all school uniform shops in Rochdale.  All clothing and equipment should be clearly named.

This section is a guide. The list of items which are not appropriate could go on and on. Not all items advertised in the ‘school uniform’ section of high street shops are suitable. If in doubt, check before you buy. Students in incorrect uniform or shoes will be loaned something for the day and parents/carers will be asked to rectify incorrect items as soon as possible.

Personal Appearance

• Hair colour and style must be appropriate for school. No unnatural hair colouring or any extreme hairstyles/shaven heads/tramlines.
• A watch and one small stud in each ear is allowed. No other jewellery is permitted for safety reasons. No other body piercing, tattoos or stretchers allowed.
• No make-up is allowed in KS3. Subtle make up may be worn in KS4. No false eye lashes. Coloured nail polish and fake nails are not allowed.

Trousers - Trousers should be a formal school style. No other styles are appropriate, including jeans style, denim, tight fitting, leggings, very wide leg, cropped or rolled up. They should not have studs, ties, zips or other embellishments.

Footwear - Only plain black, formal, leather (or leather look), low heeled shoes or ankle boots are allowed, the sort which would be appropriate for a smart office environment. No high heels, pumps, or sports style shoes such as Converse and Vans are allowed. There should be no visible logos or embellishments such as large buckles.

Appendix 3

Pastoral Support Plan

When to use a PSP

A PSP is a school-based, time-limited intervention designed to address behaviours which are having a negative impact on learning and/or social inclusion. A PSP should be considered when a range of documented school-based support strategies have already been implemented consistently over a period of time, with the involvement of parents/carers and where the outcomes recorded show little progress.

A Pastoral Support Plan form is available here

Appendix 4

Screening, Searching and Confiscation

Please refer to the DfE guidance ‘Screening, Searching and Confiscation: advice for schools 2018.’

In addition to the practice identified in the DfE guidance, Kingsway Park High School also bans any item brought into the school with the intention of the item being sold or passed on to other students which, in the Headteacher’s opinion, will cause disruption to the school or be detrimental to school practice. As a result, the school is able to search students for these items. School staff can seize any prohibited item found as a result of a search. They can also seize any item, however found, which they consider harmful or detrimental to school discipline.

It is important to be aware that;

• Staff should hand the confiscated item to the relevant member of pastoral team (Heads of Year, Pastoral Manager, Assistant Headteacher for Behaviour, Attendance & Inclusion) as soon as possible and complete the necessary information to identify the item, the date it was confiscated, the name of the student and the member of staff’s name. Staff must not give the confiscated item to another student to hand in and must not leave the item in an unsecure area at any time.
• Any item which staff consider to be dangerous or criminal i.e. drugs, must be brought to the attention of a senior member of staff immediately.
• Items confiscated by the school (other than mobile phones) can be collected by parents/carers except where the school has chosen to dispose of the confiscated items, e.g. cigarettes, alcohol, lighters.
• The school’s general power to discipline, as set out in Section 91 of the Education and Inspections Act 2006, enables a member of staff to confiscate, retain or dispose of a student’s property as a disciplinary penalty, where reasonable to do so.
• The Headteacher will use their discretion to confiscate, retain and/or destroy any item found as a result.
• Electronic equipment, jewellery and other expensive items will be confiscated and held by the school for a period of one year. If, at the end of the year, the item has not been reclaimed then the school reserves the right to destroy the item.
• Where alcohol has been confiscated the school will retain or dispose of it. This means that the school can dispose of alcohol as they think appropriate (or return it to a parent/carer but under no circumstances should this be returned to the student).
• Where the school finds controlled drugs, these must be delivered to the police as soon as possible but may be disposed of if the Headteacher thinks there is a good reason to do so.
• Where the school finds other substances which are not believed to be controlled drugs these can be confiscated where a teacher believes them to be harmful or detrimental to good order and discipline. This would include, for example, so called ‘legal highs’. Where staff suspect a substance may be controlled, they should treat them as controlled drugs as outlined above.
• Where staff find stolen items, these must be delivered to the police as soon as reasonably practicable – but may be returned to the owner (or may be retained or disposed of if returning them to their owner is not practicable) if the Headteacher thinks that there is a good reason to do so.
• Where a member of staff finds tobacco or cigarette papers they may retain or dispose of them. As with alcohol, this means that the school can dispose of tobacco or cigarette papers as they think appropriate, but this should not include returning them to the student.
• Fireworks found as a result of a search may be retained or disposed of but should not be returned to the student.
• If a member of staff finds a pornographic image, they may dispose of the image unless its possession constitutes a specified offence (i.e., it is extreme or child pornography) in which case it must be delivered to the police as soon as reasonably practicable. Images found on a mobile phone or other electronic device can be deleted unless it is necessary to pass them to the police or to retain the image whilst the school carries out its own investigation.
• Where an article that has been (or could be) used to commit an offence or to cause personal injury or damage to property is found, it may be delivered to the police or returned to the owner. It may also be retained or disposed of.
• Where a member of staff finds an item which is banned under the school rules, they should take into account all relevant circumstances and use their professional judgement to decide whether to return it to its owner, retain it or dispose of it.
• Any weapons or items which are evidence of a serious offence must be passed to the police as soon as possible or retained whilst the school carries out its own investigation.

Electronic devices (including Mobile phone use) and confiscation

Electronic devices including mobile phones, smart phones, MP3 devices and other similar devices is simple – they are not to be seen, heard or used at any point during the school day (including lunch and break). Students will be fully focused on their learning and enjoying the varied experiences the school offers. We recognise the use of these devices when a student is travelling to and from the school, but if a student chooses to bring a device into the school it is their responsibility and at their own risk.

Parents/carers and students should be aware of the following:

• If a student is seen using any device during the school day, it will be confiscated immediately.
• The first time it is confiscated a student will be permitted to collect it at the end of the school day from Student Services.
• In cases of subsequent instances, parents will be informed and be required to pick up the device from Reception at their convenience. Our Student Services desk provides a way for students to contact home in an urgent situation, where necessary. Using a mobile device inside the school is a behaviour issue, and as well as the device being confiscated 5 Behaviour Points will be given.

Appendix 5

Offensive Weapons Definition

The school has determined that, in addition to legislative guidance, any knife, irrespective of length, constitutes an offensive weapon and should not be brought into the school. In addition to knives, axes, BB guns, air guns, GATT guns, catapults, slings, etc., will also be deemed to be offensive weapons.

Other types of offensive weapons will include lengths of pipe, bats, other blunt instruments, or items judged by the Headteacher, senior leaders or the Governing Board to be carried with the intention to inflict injury on another individual – this would include blades removed from pencil sharpeners, fireworks etc.