QUARRYDALE ACADEMY

BEHAVIOUR POLICY

 

 

Policy reviewed: Summer 2015

Next review: Summer 2018

Quarrydale Academy Behaviour Policy

 

 
Mission Statement

The aims of the Academy can only be achieved in a secure, supportive and structured environment. Positive behaviour and attitude to learning amongst the whole Academy community are an essential foundation for optimum student attainment and progress. Everyone in the Academy has the right to feel respected, valued and safe.

We believe that high quality teaching underpins positive attitudes to learning in the classroom and good behaviour around the site in general. Where students are exposed to rich and varied learning experiences their progress will be good and their self- esteem raised as a result.

In order to encourage good behaviour and a positive attitude to learning at Quarrydale we believe that rewards are as important, if not more important than sanctions. We offer students extrinsic rewards in the form of certificates, badges, postcards, letters home, gift vouchers, concert/sports tickets and subject prizes at various times in the year as well as at our Annual Evening of Celebration. We also encourage all students to value the intrinsic reward of, academic, sporting, creative, dramatic and personal success achieved through hard work, dedication, perseverance, and adopting a growth mind-set.

A primary concern is balancing the needs of the individual with the needs of the community. Whilst we attempt to modify inappropriate behaviour and support students with behavioural problems, the educational rights of any individual are not absolute. There is a practical limit to the amount of time any school can spend on trying to persuade an individual to comply with its expectations. By responding sympathetically to the needs of individuals, and by striving to make its goals and values relevant to students who are not always willing to engage, a school improves the service it gives to everyone. However to accommodate those who actively reject its values, for whatever reason, is to undermine those values and thereby damage its service to other students. There is a point at which concern for the many will outweigh the concerns for the needs of any one individual. 

 

‘To inspire and support every member of the Academy community to achieve their full potential’

 

 
Aims

The Academy will:

 

  • Foster a supportive learning environment for all students through rational, fair, clearly stated high expectations, and the consistent application of school rules/codes of conduct

  • Provide positive role models

  • Challenge students at the appropriate level through skilful questioning and differentiation which will extend and deepen their understanding and learning

  • Encourage students to take responsibility for moving from being passive to independent and reflective learners

  • Make students feel valued through regular positive, verbal and written feedback about their learning and other aspects of contributions to the Academy, which gives guidance about how further progress can be made

  • Encourage students to develop self-discipline, consideration and empathy for others, regardless of ability, background, race or religion

  • Acknowledge, encourage and reward outstanding behaviour, effort, achievement and a positive attitude to learning

  • Support vulnerable students

  • Work in close partnership with parents and carers

  • Attempt to modify inappropriate behaviour through support and/or sanctions

 

Code for Learning

Our Code for Learning is expressed in:

a) Our Home/Academy Partnership Agreement shown below which is signed by students and parents at the start of their time at Quarrydale and re-issued at each time of review (if changes have been made).

 

Home/School Partnership Agreement

As a student I will:

  • Show a positive attitude to learning in lessons and do all classwork/homework to the best of my ability.

  • Attend Quarrydale regularly, on time, properly equipped with all the necessary books, files, pens, etc.

  • Care for others by being helpful and supportive.

  • Seek help from staff, at an appropriate time in tutor or during social time, whenever problems occur, especially if I am unhappy for any reason.

  • Abide by the Academy Uniform Policy and wear the uniform as it is intended and set the best example I can.

  • Meet all deadlines for the handing in of work.

  • Show good manners, respect and politeness to all.

  • Show respect for the Academy building/grounds and play my part in establishing a litter free environment.

  • Never indulge in any activity which will cause harm, hurt, distress or unhappiness to any other student or member of staff.

  • Keep an up to date and tidy Student Planner which is signed by my parents/carers on a weekly basis and is used as a method of communication between home and school.

b) Our Classroom code which is displayed in the Academy Planner, on the Academy website and in all classrooms.

 

Classroom Expectations

 

‘Everyone has the right to learn’

  • Enter the classroom in an orderly way; coats off, equipment out, bags on floor and engage yourself in learning straight away.

  • Show active listening skills when other students or your teacher is talking (mouth closed/hands still/make eye contact)

  • Respect other peoples points of view even if you don’t agree with them.

  • Stay focussed on tasks, and take responsibility for your own learning.

  • Keep my phone switched off and in my inside pocket throughout lesson and tutorial time.

  • Do not bring headphones into the Academy.

  • Always co-operate with other students and make a contribution to group activities.

  • Ask yourself these questions at the end of each lesson: ‘What have I learnt today?’ ‘Have I challenged myself?’ How resilient have I been?

  • Respect the classroom environment and everyone in it, both students and staff.

  • Always have a growth mind-set when you are engaged in learning.

  • Go straight to your next lesson when you have been dismissed.

 

Support Frameworks and Procedures

 

Positive standards of behaviour and attitude to learning will be supported and reinforced:

  • Through a range of student rewards.

  • Through the ‘Q-Ladder’

  • By a pastoral system that seeks to provide care, guidance and support. Each student is a member of a tutor group, managed by a Tutor, who is in turn line managed by a Head of Year. A member of the Senior Leadership team has line management responsibility of all Heads of Year.

  • By a differentiated curriculum appropriate for all students.

  • By the consistent application of Academy rules/codes of conduct by all members of staff.

  • Through positive role models provided by all members of staff.

  • Through the implementation of the Academy’s policies on equality, bullying and safeguarding/child protection.

  • Through support and training for staff in behaviour management strategies.

  • Through whole school/year assemblies, Morals and Ethics and the PSHE curriculum.

  • Through the Academy’s behaviour management and intervention strategies, which are monitored by student reports. Targets are set and monitored by school and parents.

  • Through the intervention centre

  • Through partnership with other relevant external support agencies such as the Targeted Support Service, CAMHS, the police and the North Ashfield Behaviour and Attendance Trust.

 

Advice for all staff at Quarrydale Academy

If you witness any situation which is threatening or potentially violent, whether it be with students, trespassers or parents:

  • Send immediately for a member of the SLT who all have 2 way radios

  • Try to avoid confrontation

  • Send away other students – if this is impossible send sensible students to find other staff to help

  • ry to calm the situation down

  • Do not put yourself in any position that is dangerous or where you could be injured.

  • A member of the SLT will deal with the situation and decide whether or not to involve the police

 

 
Behaviour Ladder

PLEASE NOTE: The below Q consequences for inappropriate behaviour/s shown by students are intended as guidance for staff which will help to achieve consistency with the way we deal with behavioural issues within the Academy. The list of inappropriate behaviours is not exhaustive and circumstances/context will be taken into account when deciding consequences. Members of staff should always use their professional judgement when using the Behaviour Ladder.

  • Tutor/Teacher/HoY/HoD Reports: Can be issued at any stage where deemed appropriate.
  • Lateness to school is addressed in the QA standard for Punctuality.
  • Lateness to lesson is addressed within the Behaviour Ladder
Consequence
(Analysed by HOY / Form Tutors and re-set termly)
Inappropriate behaviour

Q1

Verbal Warning: Loss of break time or 15 minute detention at lunch.

Can be administered by:

Member of staff involved

  • Poor attitude to learning in lessons/lack of work
  • Failure to bring equipment (pen/pencil/ planner, etc.)
  • Talking over a teacher or out of turn
  • Running in corridors
  • Minor incidents of inappropriate physical contact – e.g., pushing/shoving or kissing/cuddling
  • Breaking uniform/dress code
  • Mobile phone out during lesson time
  • Arriving late to a lesson
  • Being sent out of a lesson for a short period for low level disruption
  • Throwing items in class/corridor/playground – no harm intended or caused

 

 

Q2

30 Minute Detention

(Phone call, letter or detention slip to parents - recorded on SIMs)

Can be administered by:

Tutor

Subject Staff

Must be logged on SIMS as CFC and resolved

REPEATING ANY OF THE ABOVE

  • Homework not completed
  • Rudeness to staff or other adults, e.g., arguing /having the last word
  • Persistent poor attitude to learning, e.g., lack of engagement or work not completed in lesson
  • Failure to attend break or lunch detention
  • Minor violation of ICT user agreement, e.g., accessing a website not connected with the lesson
  • Minor damage to property (other students/school), e.g., graffiti on book/breaking another student’s ruler

 

 

Q3

After-school Detention – 1 hour

(Phone call or letter to parents and detention slip– recorded on SIMs)

Can be administered by:

Headteacher/SLT

HOY

HOD

Must be logged on SIMS and resolved

 

REPEATING ANY OF THE ABOVE

  • Failure to attend a 30 min after-school detention (classroom teacher notifies HoD of failure to attend 30 minutes and HoD issues 1 hour detention)
  • Smoking on site or in uniform in the community (includes electronic cigarettes)  
  • Repeated poor behaviour reported by staff to HoY/HoD
  • Targets not met whilst on report.
  • More serious damage to property (other students/school), e.g., graffiti on desk/causing soiling of another student’s uniform
  • Intended physical contact with another student eg. tripping, pushing etc. without intent to cause harm/hurt
  • Failure to follow a reasonable request from a member of staff.
  • Rudeness to staff

 

Q4

After-school Detention – 2 hours with Behaviour Manager

(Phone call or letter to parents and detention slip – recorded on SIMs)

Can be administered by:

SLT

HoY/HoD

Must be logged on SIMS as ON-CALL and resolved

 

REPEATING ANY OF THE ABOVE

  • Failure to attend a 1 hour after-school detention (Head of Department notifies parents of failure to attend 1 hour detention and issues 2 hour detention)
  • Smoking on site or in uniform. (Includes electronic cigarettes) (2nd offence)
  • Repeated poor behaviour whilst on report, e.g. more than one lesson per day
  • Truanting
  • On Call- The classroom teacher and HoY/HoD will decide on the punishment- Please refer to the Quality Standard for On Calls.
  • Poor performance on report

 

Q5

Behaviour contract meeting with parents HoY and SLT link

And/or 1-5 day alternative timetable. SLT to notify and discuss with parents at the meeting.

 

Can be administered by:

SLT

Must be logged on SIMS and resolved.

 

 

REPEATING ANY OF THE ABOVE

  • Failure to attend a 2 hour after-school detention  
  • Sexual harassment (Verbal or Physical)
  • Fighting/threatening/intimidating behaviour towards other students
  • Serious damage to property – (other students/school), e.g., a computer/Science-Technology-Art-PE equipment
  • Serious violation of ICT user agreement, e.g. accessing pornography/violent websites
  • Bullying – race/religion/disability/sexual orientation
  • Receiving a serious on-call behaviour incident
  • Smoking on site or in uniform. (Includes electronic cigarettes) (3rd offence)
  • Deliberately setting off the fire alarm
  • On Call- The classroom teacher and HoY/HoD will decide on this punishment if the incident is deemed too serious for a Q3/Q4 sanction.

Q6

Fixed Term Exclusion/NABA Placement

(Formal exclusion paperwork and phone call to parents – re-admission meeting with parents – recorded on SIMs)

Can be administered by:

Headteacher

Deputy Headteacher

Must be logged on SIMS as exclusion and resolved

REPEATING ANY OF THE ABOVE

  • Possession of illegal substances, e.g., illegal drugs/alcohol
  • Under the influence of alcohol/illegal drugs
  • Very serious violation of ICT user agreement, e.g., hacking into the school ICT and accessing confidential information
  • Theft from students/school
  • Abusive/threatening language perceived to be directed towards a member of staff.
  • Confrontational / aggressive behaviour / swearing at staff
  • Deliberate damage/vandalism to student/school property
  • Behaviour likely to endanger the safety of other students/staff/visitors, e.g., throwing a chair across a classroom/corridor
  • Refusal to co-operate/disruptive behaviour whilst in isolation
  • Offensive or lewd behaviour
  • Persistent truanting

 

Q7

Permanent Exclusion

(Formal exclusion paperwork and phone call to parents followed by Governors meeting – recorded on SIMs.)

Can be administered by:

Headteacher

REPEATED INCIDENTS/CONTINUED POOR BEHAVIOUR AFTER FIXED TERM EXCLUSION

  • Assaulting a member of staff
  • Supplying illegal substances, e.g., illegal drugs
  • Being in possession of any weapon in school, either with or without the intention of, or actually using it in a threatening/intimidating manner. (Police will be informed)

       (Depending on the context may be Consequence 6)

  • Arson