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Behaviour Policy

At St Saviour’s & St Olave’s School, we value our school and each other and work hard to create a cohesive community.  As an Anglican school we seek to ensure that each of us has the maximum opportunity to fulfil our God given potential.  We aim to develop the characters of those in our community to reflect the fruits of the Spirit, such as kindness and self-control.  Emphasis is placed on developing self-discipline, respect for other members of the community, taking responsibility for one’s own actions, and the creation of an orderly working environment.

We expect good behaviour as the norm from all students at all times and in all situations, and all staff have a role to play in supporting students to meet this expectation.  By focusing attention on achievement in school work, extracurricular activities, and positive contributions to the community, positive behaviour is reinforced.  It is further supported by consistent use of systems and structures by all members of staff, rewarding good behaviour and ensuring consequences follow inappropriate behaviour.

The Behaviour Blueprint summarises how we manage behaviour at SSSO.  We model good behaviour, we give our first attention to the good behaviour, and we use consistent language and routines to address behaviour that doesn’t meet our high standards.

Underlying Principles

  • Every member of our community, including all staff, students and parents, will be treated with respect and dignity, living out our belief that we are all made in the image of God.  Rudeness is never acceptable.
  • All staff have both the authority and responsibility for managing behaviour of students.  This is exercised in a professional manner which models our expectations to students and supports each other.
  • We accept some students may need to learn different behaviours, and we believe we can help them to make better choices of behaviour for learning.

    In our practice we will reward positive behaviour and apply consequences to negative behaviour, aiming for at least a 3:1 ratio of reward to consequence. 

    Rewards

    The ultimate reward is that students are able to learn in the most conducive environment, and all make optimum progress.  Sweet treats and other foodstuffs are not appropriate rewards for students!

 

Given by

Actioned by

Frequency

Verbal praise

All staff

 

Often

Written praise

Subject teacher

 

Often

Credits / commendations

All staff

Line managers / SLT PA

Often/as earned

House points

All staff

HP lead /Admin

Often

Praise postcards

Subject teacher

 

As earned

Name on praise screen

All staff

Admin

As earned

Letter home

HoD

Admin

Dept decide

Phone call home

all staff

All staff

Dept decide

Good conduct RoPs Grades

Subject teachers

 

3 to 4 times a year

Top 10% conduct letter

Headteacher

Head PA

Each RoPs

Awards evening

HoDs / DoLs

Admin

Annual

Merchant Taylors lunch

DoLs

 

Annual

Dyers awards

DoL

Admin/DoL

Termly

MT’s awards

DoL/SLT

Admin

Termly

Subject Awards – same for KS3/4/5

Departments

HoD/SLT

Termly

 

 

Consequences

This is presented as a ‘ladder of consequences’ and whilst it may be appropriate to work through it progressively, it may also be necessary for some behaviours to go straight to a high level consequence.  They may also be used in combination, eg an incident warranting a department detention may also require a phonecall home.

 

Given by

Actioned by

Frequency

Non-verbal communication

All staff

 

As required

Warning – use language of choice

All staff

 

As required

Two mins outside room

Teacher

 

As required

Department parking

Teacher

Teacher

As required

Exclusion from lesson

Teacher

Teacher / Admin

As required

Teacher detention

Teacher

Teacher

As required

Department detention

HoD

HoD

As required

SLT Line manager involvement

SLT

SLT

As required

SLT detention

DoL/HoD

SLT

As required

Phone call home

Teacher

Teacher

As required

Parent meeting

Teacher

Teacher / Line Manager

As required

Poor conduct RoPs grades

DoL

DoL

3 to 4 times a year

Bottom 10% conduct letter

Headteacher

Head PA

Each RoPs

Governors behaviour panel

Headteacher

Head PA

As required

Internal exclusion

SLT

SLT

As required

Fixed term exclusion

Headteacher

Headteacher

As required

Permanent exclusion

Headteacher

Headteacher

As required

 

A further range of consequences are the withdrawal of privileges, such as not allowing students in the form room at break and/or lunch, not being permitted to go on a trip, not take part in an after school activity, not being allowed to attend Saturday revision sessions etc.  Relevant members of staff must be informed when applying these consequences, and consideration given to whether parents should be informed.

Departments will organise their days and staffing for department detentions.  Smaller departments may join forces to organise joint departmental detentions.  Line managers of all departments must be informed of the arrangements.

SLT will hold weekly one hour detentions and will ensure the room and rota is published.  Additional detentions will be organised if necessary.

Key People and Roles

Tutors – ensure students are ready for the day, tutor group team-builders, gatekeepers of information on tutees.

Subject teachers – manage behaviour from greeting in the corridor to orderly dismissal

DoLs – monitor behaviour across subjects in their year group and gatekeepers of referrals

HoDs – monitor behaviour across year groups in their subject

SLT – Support behaviour management in the year groups and the subjects they line manage

Inclusion team

  • Pastoral Support work at the direction of DoLs to support all students in their year group
  • Learning Mentors support referred students to overcome barriers to learning
  • Specialist Behaviour Support works with referred students deal more constructively with anger issues
  • Therapists work with referred students to overcome higher level emotional and mental health issues
  • External agencies work with students with the highest level of emotional and mental health issues
  • Chaplain supports referred and self-referred students

 

Consistent Routines (lessons)

  • For the start of each lesson departments should determine their expectations which enable learning to begin as soon as possible.  This must include greeting students at the door and managing the entry process.  Where corridor space allows for students to line up this must be quiet and calm.
  • Students should routinely present their diaries on their desks and this should be checked by the classroom teacher.
  • Registers must be taken in every lesson, expecting the same response of ‘yes miss’ or ‘yes sir’
  • The end of EVERY lesson must be controlled by teacher, with students standing behind their chairs and dismissed when they are quiet and the room is tidy.  Their exit in to the corridor should be supervised and orderly.
  • The one classroom rule must be displayed and referred to as necessary.  It is; 

         To help everyone fulfil their potential in this classroom you need to RESPECT       

Our ethos

Our environment

Your learning

Consistent Routines (registration)

  • Tutors should ensure their tutor group lines up in alphabetical order in order to facilitate speedy checks on uniform and diaries.
  • Tutors should bring their tutor groups to assemblies working with DoL to ensure appropriate behaviour
  • Tutors should remind students to take everything they need for the morning or afternoon session when they leave registration.

 

October 2019