Behaviour Policy - Ark Greenwich Free School
Behaviour PolicyDateSeptember2018Review DateSeptember2019OwnerDeputy HeadteacherNominated GovernorLTCScope1. The Governing Body is responsible for establishing and maintaining this Behaviourpolicy and for ensuring that it is followed. The Governing Body delegates authority tothe Learning and Teaching Committee, advised by the Head Teacher, to administer theBehaviour policy on its behalf. The Headteacher is responsible for implementing thedecisions of the Learning and Teaching Committee and for complying with this policy.2. The policy applies to the Headteacher and to all staff employed by the schoolPrinciples3.The underlying principles of the GFS Behaviour Policy are to:a. To develop a culture whereby pupils are able to self-regulate behaviour andlearn the reasons why behaving in specific ways are conducive to learning.b. Ensure that GFS is a safe and supportive environment for all teachers, pupils,and anyone else who comes into the schoolc. Ensure that all members of the school community are shown respect andshow respect for othersd. Encourage a positive approach to behaviour by always displaying thebehaviour we wish to see from our pupils, and by praising and rewardinggood behavioure. Ensure that when behaviour falls short of acceptable standards, proceduresare followed and sanctions are applied fairly and consistentlyf. Ensure that all punitive sanctions are combined with a restorative approachthat seeks to maintain and develop positive relationships between pupilsand staff, and to support pupils in modifying their behaviourOverview4. Expected standards of behaviour are stated in the home-school agreement, and willbe regularly reiterated formally, in assemblies, and informally, by all members ofstaff.5. The school ethos is built around a culture of high expectations, and no excuses, andthis applies clearly to behaviour.1
6. The following groups of vulnerable pupils may at some point require the adults inthe school to take account of their individual needs and circumstances whenmonitoring the school’s behaviour policy.a. Minority ethnic and faith groups, travellers, asylum-seekers and refugeesb. Pupils who need support to learn English as an additional languagec. Pupils with special educational needsd. Children looked after by the local authoritye. Sick childrenf. Young carersg. Children from families under stressh. Pregnant school pupils and teenage mothersi. Any other pupil at risk of disaffection and exclusionHowever the school does not accept these as excuses for poor behaviour. All studentsare expected to follow the rules of the school. Where students have a particular specialcircumstance, a range of support will be put in place to help them meet expectations.7. This policy applies in the school building, on school trips, and at all times whenpupils are wearing their uniform, including travelling to and from school.The role of praise and reward8. At GFS we believe that good behaviour is best promoted and developed by drawingattention to, and rewarding, well behaved pupils.9. Our teachers acknowledge the importance of informal praise – for example, verbalpraise given in lessons, comments in exercise books.10. The praise and reward system at GFS centres around the Golden Ticket System:pupils can earn Golden Tickets for good behaviour, effort or achievement, or fordisplaying our school values of Growth, Fellowship and Scholarship.11. Teachers have 30 golden tickets at the start of every half term.12. Every time a student does something which warrants recognition in the classroom oraround the school they’ll be given a golden ticket – teacher fills out student name,date and signs – teacher must log on SIMS under achievement so a permanentrecord is kept.13. The Golden Ticket must be placed into the ticket into a box – one per year group.14. The more tickets students place into the box with their names on, the greater theirchance of receiving a prize when a ticket is pulled out –15. There is a prize draw conducted by HoY/SLT in assembly in the last week of everyhalf term with the top 3 automatically given an amazon voucher.16. The next group of students whose names are pulled out will receive a choice ofbranded GFS items.17. At the end of the year in the summer term –a selection of students in each yeargroup who have the most golden tickets will be selected to go to on a school trip.18. Teachers will make frequent contact with parents and carers to celebrate pupilachievement, through the following:2
This includes but is not exclusive to –School Newsletters, notes in planners, postcards home, phone calls home and bulletins.19. At the end of each half term we will have a Celebration Assembly. This aims tocelebrate the achievements of our pupils and share their good work from allsubjects. This assembly will include but is not exclusive to – the distribution ofGolden Ticket prizes and celebrating a range of achievements.20. Every term we will also award pupils who have 100% attendance with a certificate ofachievement. This assembly will also include but is not exclusive to, Heads ofDepartment awards, HOY awards and the Head Teacher Award.21. Every year we will have a Prize Evening with a special guest speaker where we willaward prizes that include but are not exclusive to academic achievement, Growth,Fellowship, Scholarship, Independent thinking, Creativity as well colours/stripes forsports, debating, music etc. This will be the format used in order to formallywelcome the New Year 7 cohort who will matriculate at this ceremony. The ConnorPearce award will also be made at this annual event.Unsatisfactory behaviour22. GFS holds pupils to the highest standards of behaviour, in lessons, in all areas of theschool and beyond.23. Every adult working in the school has the responsibility to challenge poor behaviour.24. Any adult in the school community who sees a pupil displaying poor behaviour isresponsible for logging it in the school SIMs system so that patterns of behaviourcan be identified by the Tutor/SWO/HOY and pupils can be supported to changethose patterns. External providers and volunteers delivering Enrichment or DropDown Day activities will be notified to report poor behaviour to a member of staff tobe logged onto SIMs.Sanctions and Punishments25. Pupils who ignore or break the code of conduct will be subject to sanctions andpunishments. These sanctions extend to students with poor punctuality. These willbe applied at the discretion of the teacher or teachers involved and will of coursedepend on the circumstances. This is not an exhaustive list :a.b.c.d.e.f.g.h.i.j.Detention ranging from 30 minutes to 2 hoursMoving a student’s position in classLoss of break or lunchtimeInternal exclusionDrawing up of a behaviour contractUndertaking tasks that will benefit the school, e.g. picking up litter etc.Written impositionsGoing on report to Tutor, Head of Year, Head of DepartmentWithdrawal of privileges, e.g. banning from trips out etc.Formal letters to/meetings/calls to parents to discuss behaviour problems3
k. Formal sanctions will be applied at the discretion of the Headmaster of theschool. This could mean fixed term exclusion or in the most serious casespermanent exclusion.The following items are strictly PROHIBITED from being on site:These items will be confiscated and the pupil’s Tutor and Head of Year informed: Mobile phones Sweets and fizzy drinks (any other high sugar foods or drinks) Chewing gum Tippex Headphones Personal stereo equipment Ipods/Ipads Chocolate/cakes/Crisps Any toy or item deemed by the school to cause unnecessary distraction Any item or implement that can be used to damage or vandalise school property Any Item the school considers harmful or detrimental to school discipline Offensive weapons: any conventional weapon or makeshift weapon brought orforged or in possession to cause harm Anything dangerous including Cigarettes, E-cigarettes, Lighters, drugs, alcohol Laser pens Metal Afro Combs TasersIf these are found they will be confiscated. Food items will be disposed of and electricalitems will be kept for half a term. After which parents will be invited to collect the item fromschool in person. Banned items that remain uncollected will be discarded in accordance withthe law after a reasonable period of time. Greenwich Free School is a mobile free zone; ittakes no responsibility for any mobile device.Being found in possession of a banned item from section (L) can lead to any sanctions as setout in point 25. The HOYs, DHT and Head Teacher will use their professional discretionwhen applying the sanction.Students who are found to be eating or drinking outside of the dining area will be instructedto return to the dining area with their food/drink and issued with a 30 minute detention.Issuing a Detention26. Detentions are used as a first line measure to help a pupil correct their behaviour.27. The process below is used in the case of persistent low level behaviour – which wecall ‘Disruptive Behaviour’ (the student stops the teacher teaching). Typically thismight include but is not exclusive to, a lack of focus, talking inappropriately orgetting out of the seat without permission etc. Please note behaviours outlined insections 33-44, which highlight behaviours that constitute an automatic detention.4
1TStudent gets a verbal warning (told to stop)-2T3TPoint (detention) is issuedOn Call (If low-level disruption persists)28. The teacher may issue a whole class with a verbal warning in cases where there aremultiple students displaying similar poor behaviour. The student thereafter whoignores that warning and continues to disrupt the learning environment will beserved a sanction (either a detention or on call).29. If there is more serious incident in lessons /around the school/low-level disruptioncontinues or a teacher needs a student removed because they have been verbally orphysically aggressive or displays a distinct unwillingness to follow staff instruction amember of SLT/SWO/HOY will be called to remove the student and assess thatstudent’s next steps. The result of this assessment can lead to detentions, a statedperiod of time within the behaviour support unit or Fixed Term Exclusion.Unsatisfactory behaviour – The Points System & DetentionsDetentions:30. Classroom teachers will be expected to sit their own detentions. This empowersthem, as an immediate referral to HOY dilutes the influence/rapport the classroomteacher has with the student. The only exception to this is when a student gets adetention from 2 or more subject teachers. In this case they will sit a centraliseddetention.31. Very simply put, each detention type ‘no homework’, ‘poor effort’, ‘late to lesson’and ‘inadequate equipment’ for example will each have a numerical value. They areeach worth 1 point.Daily point’s accumulationPoint123Sanction30 min detention afterschool1 hour detention afterschool1 hour detention afterschoolWith who?Classroom teacherHOY centralisedHOY centralisedDetention Policy & ProcedureDetention is one of the sanctions schools can use in cases of misbehaviour. Section 5 of theEducation Act 1997 gives schools authority to detain pupils after the end of a school sessionon disciplinary grounds. The following section of the policy details the legal position forschools as laid down in the 2011 Education Act:5
The Education Act 2011 section 5 part 2 removed the legal requirement to giveparents 24 hours’ notice before detaining pupils after school. The Act confirmsschools powers to use detentions by making it lawful for schools to put pupils agedunder 18 without parental consent at a variety of times outside school hoursOther legal requirements as regards to detentions remain unchanged: The sanction of detention can only be applied to students aged under 18;Detentions are issued on the same day of the student failing to meet expectations.Whilst no longer statutory and thus not obligatory, Greenwich Free School willendeavour to give parents notice. This is intended to inform parents of where theirchild is expected to be and to allow parents an opportunity to make alternativearrangements for travel for the child.Although legally, Greenwich Free School does not have to give notice, where detentionsof 30 minutes or more are given, the parents/carers will be notified via email. It is theparent’s responsibility to ensure that they inform the school of any changes to basicpupil details such as address, phone number or email address.32. Please note if a student has a terrible day where they have accumulated severalpoints, this should prompt the HOY to assess whether or not the student is removedfrom lessons the next day to provide more immediate remedial action. This will involvethe student being placed in the Behaviour Support unit for a length of time at thediscretion of SLT/HOY.33. The HOY/SLT has scope to use their professional judgement with regard todismissing a student early from a centralised daily one hour detention if the pupil hasaccrued 2 points or can place a student into a centralised detention without the 2 pointsif, in their professional judgement the student fails to meet the school’s expectationsand deems an instant one hour detention a reasonable consequence.Automatic Detentions:Unless stated, the duration of the detention/sanction will be to the discretion of SLT/HOY.All detentions take place after school.34.35.36.37.Students who are late to school are automatically placed into a 1 hour detention;Students referred to the Behaviour Support Unit will receive a 1 hour detention;Students without their school equipment will be placed in detention;Students who arrive without their full school uniform which includes an appropriateblack, ‘rucksack style’ bag with a small logo (see uniform policy) will be placed in theBSU with for the entirety of their day with an hour detention at the end of theday/Or the student may be sent home in order to correct the uniform and return toschool time permitting. This includes students found to be wearing make-up –unless authenticated by GP;38. Students who at the discretion of HOY/SLT fail to meet expectations in theirprofessional judgement;39. Students who miss a centralised detention will automatically be placed in theBehaviour Support Unit; SLT/HOY can use their discretion for further sanctionsrelating to this ( FTE for repeated missed detentions);6
40. Students who are found in out of bounds areas without clear permission (AdairHouse, classrooms unsupervised etc.);41. Students who are out of lessons without signed permission;42. Students who fail to get their report cards signed by parents/carers;43. Students who don’t respond appropriately to feedback;44. Students who demonstrate a lack of effort with presentation;45. Students caught damaging property;46. Students caught eating or carrying plastic bottles outside of the Dining Hall;47. Students caught littering or vandalising the school site;48. Students caught buying or selling items from other students (does not includecharity events)49. Students who bring the school into disreputeWeekly point’s accumulationPoint3 SanctionCentralised Friday detention– 2 hoursWith WhoHOY/SLTStages of Interventions & Actions (escalation points)50. At particular thresholds the number of points a student receives triggers membersof the Pastoral team to launch an investigation which details what types ofdetentions the student is getting, the subject and teacher issuing them.51. The form tutor from this investigation can identify trends or issues the student has.The school has a commitment to repairing relationships alongside our highexpectations and so at this stage the tutor will communicate via phone calls, lettersand meetings, in order to go through the findings of the investigation52. An action from the investigation will be enforced in order to try to prevent thestudent reaching the next point’s threshold too quickly by addressing these issues ina restorative way.53. This will be conducted by the key personnel at the following stages:Stage 1 Form TutorStage 2 Form TutorStage 3 SWO/HODStage 4 SWO/HODStage 5 HOYStage 6 HOYStage 7 DHTStage 8 HeadteacherActions & Possible Initiatives or Interventions(Not an exhaustive list; The professionaldiscretion of HOY/SWO/SLT will be applied7
where necessary)Stage 1 – Form Tutor10NEGATIVE POINTSINVESTIGATIONLetter Home & Phone call Home.Form Tutor Report for 2 weeks.Stage 2- Form TutorTutor Actions & Possible Initiatives &Interventions.Parental meeting with Tutor.Tutor report for 2 weeks.Internal Exclusion.Fixed Term Exclusion.Therapy skill sessions/programmes.Possible referral to outside agencies.Counselling Option Considered.School nurse involvement.Possible consideration of SEND Assessments.Peer Mentoring.20 NEGATIVE POINTSINVESTIGATIONStage 3- SWO/HOD30 NEGATIVE POINTSINVESTIGATIONParental Letter Home.Fixed Term Exclusion.Internal ExclusionCounselling Option Considered.Possible referral to outside agencies.Coaching & Mentoring from Tutor/SWOs/PeerMentors.SWO Report Card.Head of Department Report Card.Stage 4 –SWO/HOD40 NEGATIVE POINTSINVESTIGATIONSWO/HOD meeting with Parent.Warning letter with next steps & timeline forimprovements.Fixed Term Exclusion.Internal Exclusion.SWO Behaviour Report Card.Head of Department Report Card.Parenting Programme.Counselling.Coaching & Mentoring from SWOs.Personalised Timetables.In class shadowing & sharing best practiceBehaviour ContractParent Letter Home.Personalised Timetable.PSP.Stage 5 – Head ofLower/Middle School8
50 NEGATIVE POINTSINVESTIGATIONFixed Term Exclusion.Internal Exclusion.Points Target Plan.Report Card.Early Help Assessment.Stage 6 – HEAD OFLower/Middle School60 NEGATIVE POINTSINVESTIGATIONActions & Possible Initiatives & InterventionsStage 7 – DHT Pastoral70 NEGATIVE POINTSINVESTIGATIONDHT meeting with Parent.Possible Alternative Provision recommended.SLT ReportSenior Staff Final Warning.Fair Access Panel Consideration.Head of Key Stage meeting with Parent.Senior Staff Disciplinary Panel.Warning letter with next steps & timeline forimprovements.Fixed Term Exclusion.Internal Exclusion.Coaching & Mentoring from SWOs.Stage 8 Headteacher80 NEGATIVE POINTSINVESTIGATIONGovernor Panel Meeting.Managed Move Explored.Possible Permanent Exclusion.Alternative Provision Consideration.Before the start of the school day: There should be no playing inside the building. Those who wish to run aroundshould be in the playgroundWhen the signal for the start of the school day is made: All students should ensure that they are appropriately dressed i.e. if, for examplethey had been involved in a game and were wearing trainers then these should bechanged promptly for school shoesOutdoor coats should be only worn in inclement weather conditions during line up;Outdoor coats will not be worn inside the building at any time;All students should go directly to the designated place in the playground and line upWhen the teacher in charge indicates, every student should stand silently and awaitinstructions9
Inclusion Panel Meetings:54. The Heads of Year, SENDCo, SWO’s and DHT Pastoral will meet on a weekly basis todiscuss behavioural and academic issues or concerns within each year group. Themeeting is a forum to identify these concerns and ensure support is provided fortargeted studentsReintegration & Parent Meetings:55. If a student is sent home having been Fixed Term Excluded a meeting with thestudent’s parents will always be held before the pupil returns to lessons. Thesemeetings will last no longer than 30 minutes. Students are not to return to theschool without their parents for a pre –arranged reintegration meeting. If the parentis more than 15 minutes late for reintegration, the meeting will be postponed to atime convened by the school. This meeting will be restorative and will facilitate anopportunity for the student and parents/carers to have their say; before jointlyworking on strategies for improvement.56. Whilst it is accepted that staff will not meet parents/carers or visitors for impromptumeetings; staff may use their professional discretion should they decide to meetguests without an appointment or agreement by the school. These meetings willlast no longer than 30 minutes. Staff reserve the right to end meetings that surpassthis time frame.57. Aggressive, loud or intimidating behaviour from parents/carers or visitors to theschool will not be tolerated under any circumstances. Greenwich Free School willnot tolerate conduct of this nature and will act to defend its members of staff, pupilsand their parents and other members of the school community as appropriate.Meetings will be cancelled and permission to enter or be on school premises couldbe withdrawn, parents/carers can be removed from the premises by a police officerand they may be prosecuted under section 547 of the Education Act 1996. Ifconvicted under that section, parents/carers will be liable to a fine of up to 500 andhave a criminal conviction recorded. Parents/carers who come to school demandingthat their child is released from detention or isolation will be turned away.Internal Exclusion: The Behaviour Support Unit (BSU)Pupils spend the whole school day isolated from their peers, in addition to a 1 hourdetention after school. Pupils complete structured and supervised independentwork. To complete the consequence and re-enter the community, pupils mustcomplete the allotted number of days of isolation without breaking the code ofconduct or the expectations of isolation (e.g. not making silly noises, includingspeaking unless instructed by a teacher; being dedicated to the work set). If studentshave music lessons whilst in the BSU, they will have effectively forfeited the right toattend this lesson or any similar trip/activity as a result of being placed in the BSU.The following behaviours would likely lead to isolation but are not limited these:(More serious incidents of this nature will likely lead to fixed term exclusion):10
a) Severe or persistent misbehaviour/disruption when in lessons or around theschoolb) Refusal to obey instructions in an appropriate manner or timeframec) Physical or verbal aggression including confrontational behaviour towardsanother student or member of the school communityd) Derogatory and/or discriminatory communication towards another member ofthe communitye) Students who fail to meet the school uniform expectationf) Students who miss a centralised detention subject to SLT/HOY discretiong) Students who have been involved in an incident and are waiting for aninvestigation to be concluded58. The Behaviour Support Unit is a dedicated fully staffed space that is used to help astudent modify their behaviour before they return to their lessons. This is used asanother intervention to readdress barriers to a pupils learning.59. Students will be sat in cubicles where they cannot interact with each other and areworking in silence.60. It is not a student dumping ground for trivial matters it is an alternative for FixedTerm Exclusion which should indicate the criteria for students being placed in there.Only HOY/SWO/SLT can refer a student to go into the Behaviour Support Unit. Theamount of time a student is placed there will be at the discretion of SLT/HOY.Students will not be permitted to leave the BSU for lunch, they will have lunchbrought to them to consume within the BSU. They will only be allowed to go to thetoilet in line with the rest of the school which is at break and lunch time only unlessthey have a proven and documented medical need.61. Some students can also have an opportunity to complete reflective tasks about theirbehaviour whilst there following an incident or FTE.62. The Behaviour Support unit can be used whilst HOY’s conductinvestigations/statements regarding an incident before making their final decision.63. Internal exclusions can be used as a short term alternative provision for somestudents in order to work whilst onsite but away from their peers. This is not solelya provision as a punitive measure, but can be used as a supportive/inclusive tool.There may be the rare case where it will be beneficial to have students working inthe BSU over a longer term basis. SLT will use their professional judgement if such arare case arises.Supporting students whose behaviour needs to improve64. Where students are having difficulty conforming to the expected standards ofbehaviour, various strategies may be employed to help them to improve.65. The use of the Daily Report Card, although listed as a sanction, serves the dualpurpose of enabling the monitoring form Tutor, SWO, Head of Department andHead of Key Lower or Middle School to keep a check on behaviour and of giving the11
student an instant feedback on satisfactory aspects of behaviour. This is particularlyeffective because it is taken home for parental signature. Many students actuallyenjoy being ‘on report’ and asked to be put on report when they feel their behaviouris slipping.66. One to one sessions with specialist teachers or the SWOs are also used to helpstudents to develop strategies to improve their behaviour.67. Although very rare, where appropriate and when agreed in advance in a parentalmeeting, ‘time out’ will be allowed for students to withdraw themselves from asituation they feel they may not be able to manage appropriately and takethemselves to an agreed teacher/learning Mentor.68. Where drugs, solvents, alcohol or smoking are the issue, counselling maybeprovided.69. The use of the Detentions, Behaviour Support Unit, Fixed Term Exclusions althoughpunitive to a degree, it also allows a pupil an opportunity to reflect upon theiractions, whilst also facilitating a restorative action between those involved in orderto be clear on ways of improving the next time.70. For those students whose attitude or behaviour is seen to be deteriorating rapidlyand/or who are deemed to be at risk of permanent exclusion or of dropping out ofthe school altogether due to disaffection, a Pastoral Support Programme (PSP) orBehaviour Support Plan/Contract (BSP) can be deployed.The Pastoral Support ProgrammeThe Pastoral Support Programme will identify precise and realistic behaviouraloutcomes for the student to achieve.It will be agreed with parents as a result of a meeting with them to which anexternal agency may be invited.This meeting will consider the causes for concern and the steps suggested improvingthe situation. Agencies, such as Educational Welfare, the Educational PsychologicalService, Social Services, Housing and voluntary organisations may be involved asappropriate.In drawing up the plan the school will, in discussion with others: Consider offering specialist support and counselling;Review any learning difficulties and put in place a remedial programmewhere necessary;Consider changes of sets or class;Consider a placement for a period of time in the Learning Support Unitand/orConsider a placement for a period of time in an Alternative Provision centre12
The programme should have an automatic time limit, be monitored monthly andshould be reviewed at least halfway through its duration. Rewards for meetingtargets and sanctions for non-compliance should be made clear at the outset.At the end of the agreed period the intervention package may, according to level ofits impact on improving the situation: Be reduced or removed;Maybe continued for a further period of with or without amendments orwhere there has been no improvement at all there may be a permanentexclusionHigh level misbehaviour65 This is behaviour where a student is openly challenging the authority of the teacherwith sustained rudeness or other unacceptable behaviour, which makes it impossible forthe teacher to continue with the lesson or which poses a threat to the safety andwelfare of the students or teacher.66 A pupil displaying high level misbehaviour should go immediately to the BehaviourSupport unit whilst the Tutor, SWO, HOY or DHT Pastoral if they are not available,investigate the incident.67 If high level misbehaviour happens in a classroom, the on call protocols should befollowed with the pupil escorted to the Behaviour Support unit.68 If high level misbehaviour happens outside of the classroom (for example in thecorridors or playground) the first adult to see the misbehaviour should take the pupil tothe BSU and report this via SIMs to the HOY and DHT Pastoral69 If the pupil refuses to comply with the member of staff then the HOY or a memberof SLT should be called to move the pupil using the on call system.1. 70The consequences of high level behaviour range from a prescribed time inthe BSU, Fixed Term Exclusion or Permanent exclusion.Exclusion ProcedureFixed Term ExclusionA Fixed Term Exclusion means that a pupil is kept at home for one or more days.The offences listed below will likely lead to fixed-term exclusion (or internalexclusion, depending on the nature of the incident). In exceptional circumstances,they may lead to a permanent exclusion. These behaviours may occur inside oroutside of school when a pupil is wearing school uniform or on a school trip. Persistent disruptive behaviourVerbally threatening or confrontational behaviour towards another member of theschool community13
Physically threatening - fighting/assault towards another member of the schoolcommunityAggressive derogatory and/or discriminatory insults/speech towards anothermember of the school communityPersistent failure to follow instructionsInsolence towards staffDisruptive behaviour whilst on location at schoolRacial/sexual/homophobic misconduct/harassment/abuseBullyingTheftFailing the Behaviour Support Unit by failing to meet expectations within internalexclusionVandalism/Damage to property or any act that brings the school into disreputeDrug or Alcohol related incidentsBringing the school into disreputeAlongside this, pupils will be sent home if they fail to arrive in the correct un
23. Every adult working in the school has the responsibility to challenge poor behaviour. 24. Any adult in the school community who sees a pupil displaying poor behaviour is responsible for logging it in the school SIMs system so that patterns of behaviour can be identified by the Tutor/SWO/
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