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Whole School Approach to BehaviourCelebrating Excellence - Changing Behaviour
Rationale: At Castledown, we consciously take the opportunity to identify and celebrate student success, in order to raise self-esteem and motivation and, thereby, achievement and attainment. Our system of rewards and sanctions is applied consistently throughout the school, recognising and describing positive behaviour as the most effective way to change inappropriate conduct.
Summary | Rationale | | At Castledown, we consciously take the opportunity to identify and celebrate student success, in order to raise self-esteem and motivation and, thereby, achievement and attainment. Our system of rewards and sanctions is applied consistently throughout the school, recognising and describing positive behaviour as the most effective way to change inappropriate conduct. | Rewards: Celebrating Attainment and Good Behaviour | q It is the responsibility of all staff at Castledown, to recognize attainment, in all aspects of school life q Staff will make returns to a central record, at the agreed frequency, providing evidence of awards and recognition of success amongst the pupils whom they teach | Responsibilities: Providing Opportunities for Student Participation in the Running of the school | q The School will provide opportunities for all students to participate in the decision making process through the School Council q The School will provide opportunities for Junior Students to take responsibility as Junior Peer Counsellors following a programme of training with a Professional Counsellor q The School will provide opportunities for Senior students to take responsibilities. E.g. as Senior Peer Counsellors, Students support Assistants, Resource Centre Assistants | Sanctions: Challenging and Modifying Unwanted Behaviours | q It is the responsibility of all teachers at Castledown to provide a safe learning environment and to challenge unwanted behaviours that prevent them from teaching and students from learning q It is expected that all teachers will manage a staged response to unwanted behaviour q It is expected that Curriculum Team Leaders (CTLs) will monitor and coach members of their team to maximise the inclusion of all students q It is the responsibility of all Curriculum Team Leaders to manage the staged response to unwanted behaviour in their teams and to refer those students who fail to respond to the Right To Act Group q CTLs will meet regularly with the Student Support Officer and the Deputy Head – Curriculum to discuss students who are failing to respond at levels 1 and 2 in the hierarchy of response. |
| Rewards and Praise | | The School will: | | q Use Praise Records to identify satisfactory lessons in which learning has taken place for the studentq Use Praise Records to identify a good piece of work or positive contribution to the lesson by the studentq Use credits to record for tutor positive contributions in the life of the school outside lessonsq Use praise records to identify Merit Awards which recognize that significant learning has taken place for that studentq Use Distinction letters to record substantial high level of achievement as recognized by individual Curriculum teamsq Provide each student with a means of storing records of positive achievements | | The student should: | | q Accept praise graciouslyq Maintain a record of rewards, merits achievements in the Progress Folder providedq Seek to provide evidence of success at learning at all times | | Parents should: | | q Support the school’s rewards system by praising their children when reports, planners and/ or Records of Achievement record success | | Governors should: | | q Be aware of the extent to which the school seeks to reward excellence |
| The School - Response Level 1 – The Classroom | | Teachers will: | | q Have identified a problem with a student, formally recorded the concern with the Learning Support Department (thus placing student in Level 1 – pre-SEN) and will be implementing alternative strategies to support the student q Continue to plan and prepare lessons that involve all children in the learning process q Use a staged response to incidents of low level unwanted behaviours, i.e. Remind, Reinforce, Respite, Red Card Removal (The 4Rs), in the classroom q Record satisfactory, praiseworthy and unsatisfactory behaviour using the proforma provided. The records will be collated centrally at the end of a fortnight period. q Through the Personal, Social and Health Education (PSHE) programme focus the students attention on their responsibilities for their own learning q Through the PSHE programmes examine their own skills in relation to the Castledown competencies q After an appropriate period of time, review progress and determine whether it is appropriate in their professional judgement to involve the Curriculum Team Leader and share the collected evidence and observations | | Students are: | | | | Parent should: | | |
| The School - Response Level 2 – The Classroom and Curriculum Team | | Curriculum Team Leaders will: | q Have been consulted by the class teacher; acknowledged that sufficient progress is not being made and formally recorded the concern with the Learning Support Department (thus placing student in Level 2 – pre-SEN) (See Appendix 3) | | Students should: | | | | Parents should: | | |
| The School - Response Level 3 – The Right To Act Group (RTAG) | | The Right To Act Group should: | | | | Students should: | | | Parents should: | | | | Governors should: | | |
| The School - Response Level 4 – Involving Outside Agencies | | RTAG and Key worker should: | | q When a student is referred back to the group as failing to make progress at level three consider the implementation of a Pastoral Support Programme as a formal move to Code Of Practice Level, “School Action Plus” q The Learning Support Manager should facilitate a PSP meeting as soon as possible involving the appropriate external agenciesq Ensure that the PSP be regularly reviewed and the key worker facilitated to attend all meetingsq Provide Governors with copies of their minutes to informq Provide opportunities for students to relearn key skills/social skills to maximise student learning in the classroomq Ensure that External Agency support is used to assist in the modification of unwanted behaviours | | Students should: | | q Be advised by their key worker that they have been formally identified as being on Level 4,”School Action Plus”q Be aware of the implications of movement through the COP stagesq Cooperate with the key worker from the RTAG to reduce the frequency of unwanted behavioursq With help identify the competencies which are weak and seek to improve their skill level in this areaq Respond positively to any sanctions that are appliedq Seek to obtain credits, merits and any level of praise for their workq Attend any meetings arranged by their key worker or outside agency and make a positive contribution at such meetings | | Parents should: | | q Respond to requests to attend any meeting with the key worker allocated by the Right To Act group in relation to the Pastoral Support Plan or to receive a progress reportq Reward and praise their children for good work at school and support sanctions when and if they have to be applied to modify unwanted behavioursq Allow the Agencies supporting their children to engage them in projects or events that are considered likely to assist in raising their skill levelsq Be advised by the key worker of the possible scenarios presented at this level of supportq Be aware that the Governors may wish to call a disciplinary hearing where a student fails to respond significantly to the support providedq Allow access by any Professional body deemed by the school to be helpful in providing advice on the best way to support their child, e.g. Educational psychologist, Specific Learning difficulties Specialists etc.q Cooperate with any request from the Learning Support Department where a Head Teachers Referral is made as a preliminary request for a Statement of Special Educational need | | Governors should: | | q Be aware of all students who are subject to Pastoral Support Plans and who may despite positive support be likely to be subject to fixed term exclusionq Be aware of all students who are subject to Pastoral Support Plans and who may despite positive support are significantly failing to respond and are likely to be subject to a request from the Head Teacher for permanent exclusionq Organise disciplinary hearings for students who are at serious risk of exclusion as a consequence of their persistent unwanted behaviour |
| Home School Agreement | | The School will: | | | | As a student at Castledown I will: | | | | My responsibilities as a parent include: | | |
| School Council | | The School will: | | q Provide opportunities for students to represent the views of their peersq Provide opportunities for students to share their views on school developmentsq Allow students the opportunity to exercise responsibility as a member of the School Councilq Facilitate the election of School Council representatives for all tutor groupsq Provide a regular meeting opportunity within the school day for the School Council members to meet and exchange ideasq Provide clerical support to the functioning of the School Councilq Provide opportunities for Council members to collect the views of their peers and to feedback information from Council meetings | | The student should: | | q Seek opportunities to represent the views of his/her peers through election to the School Councilq Be prepared to fully involve themselves in the workings of the School Councilq Seek to develop the skills essential for representation of their peersq Learn the processes that Govern the operation of the school Councilq Be able to represent the views of the tutor groupq Seek to contribute to the efficient working of the schoolq Fully conform to the rules that govern behaviour at all timesq Represent the School to visitorsq | | Parents should: | | q Encourage their Son/daughter to seek election to the School Councilq Help them to understand the workings of a committeeq Ensure their Son/daughter is fully compliant with school uniform and is a competent pupil at the school | | Governors should: | | q Ensure that the school provides the opportunity for students views to be acknowledged |
| Student Responsibilities | | The School will: | - Produce a list of responsibilities for their particular areas detailing the work to be done and the approximate timescale involved
- Read through application forms or letters of application from students
- Recommend the appointment of particular students to their areas
- Review the performance of the student(s) on as regular basis and report back to RTAG
- Recommend rewards for those students who carry out their duties professionally and competently
| | Students will be: | - Encouraged to become involved in an area and take responsibility
- Expected to fill in application forms and/or letters of application
- Expected to carry out the duties in a professional, caring way
- Rewarded for competency and professionalism
| | Parents should: | - Encourage their son/daughter to become involved in an area and take responsibility
- Reward their son/daughter as and when the school does
| | Governors should: | - Support the school in its endeavour to encourage more involvement and taking of responsibility by taking a regular interest
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| Attendance And Lateness | | The School will: | | q Identify a Member of the Leadership Team to liaise with the Education Welfare Officer (EWO)q Contact and work with parents directly or indirectly (EWO) who do not respond to concerns expressed by the school relating to poor attendance and other related matters | | Teachers will: | | | | Students will: | | q Keep a record of their timetable and times of lessons for the school day in their planner | | Parents will: | | q Attend meetings with the Student Support Officer and/or the EWO where non-attendance is an issue |
| Inclusion Room | | The School will: | | q Provide a staffed facility for the reception of students who have been removed from their lesson following a staged response to their unwanted behaviour by their teacherq Establish a procedure for the management of students who have been referred to the Inclusion Roomq Advise parents that their Son/Daughter has been subject to a Red Card Removal from classq Provide a central record of all referrals to the Inclusion roomq Set Targets for the reduction in the number of referrals for the school year | | The Inclusion Room Manager Will: | | q Receive all students who have been referred by their teacherq By prior agreement, transfer named students to Learning Support following the opening of an information reportq Open an information report for all students received and enter details as viewed by student together with date of the Leadership detention. Copy the record to CTL and referring teacher and where appropriate to LSq Record the mandatory detention in the central Leadership detention record and advise student of the date and duration of the detention. This information should be recorded by the student in the plannerq Seek returns from CTLs confirming detention and further details from the referring teacher’s perspective within ONE school dayq Return students to their next lesson at the appropriate timeq Contact parents to collect their son/daughter where a THIRD referral is made in ONE day. This will be recorded as a full day exclusionq Advise parents on the Second and subsequent red card referral of their Son/Daughter | | Teachers will: | |
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