POLICY FOR BEHAVIOUR
Draft/Review
01
02
03
04
Governors
Review Date
22.03.10
12.05.11
Staff
Governors



Next Review Date
(Tri Annually) or on
Amendment
12.05.11
Spring 2014
Adopted
Yes
Yes
Yes
Governors
Behaviour 4 Learning Policy
Adopted
Date
16.05.01
09.06.03
05.03.07
09.03.10
Chair Signature
Behaviour 4 Learning Policy
Our Behaviour 4 Learning policy (B4L) gives a positive framework that all
members of our school community can work within. Its rationale is clear –
optimum learning, teaching and progress can take pace when behaviour is
positive and inappropriate behaviour is managed as apart of the learning
process.
The overwhelming majority of our students want to learn, achieve and enjoy
their time spent at Parkside School. They value praise and reward and value
high quality learning and teaching experiences. B4L is fundamental if we are
to help our students to achieve to the best of their ability.
The underlying ethos of the B4L policy is to reward the overwhelming majority
and create a culture whereby the minority feel they have missed out –there
will be regular rewards and praise for all those that achieve and behaviour in
line with our expectations whilst there will be a range of sanctions that will
follow if students disrupt learning or behave in an inappropriate manner.
Core principles of B4L
 Every student has the right to learn
 Every teacher has the right to teach without interruptions
 Every parent / carer has the right to information about their child’s
behaviour, and to work in partnership with the school to encourage
high standards
 Every student adheres to the classroom rules
Classroom Rules
Our classroom rules are clear and simple. Everyone will know what they are
and are responsible for making the appropriate choice. They are displayed in
ALL classrooms:1. Support others in their learning
2. Engage in your learning
3. Listen to others when they are addressing
the class
4. Follow instructions first time, every time
Outside of the classroom everyone is expected to: Look after their own property
 Ensure litter is placed in the bins provided
 Use appropriate language and behaviour that is respectful and mindful
of others to ensure everyone feels safe and secure
 Treat all members of our school community with respect and courtesy
 Wear full uniform correctly thus promoting a smart and tidy
appearance.
 Ensure their mobile phones / ipods / MP3 are always switched off in
lesson time and in transit between lessons and are kept in school bags.
Failure to do so will result in the mobile being confiscated and
Behaviour 4 Learning Policy

accumulation of behaviour points. Students can use them
appropriately at break and lunchtimes
Ensure high standards of personal behaviour and self discipline are
observed whilst travelling to and from school.
The key to any successful approach to B4L is a consistent approach by all
members of the school community. All staff receive regular professional
development on delivering B4L whilst students are reminded on a daily basis
through their Form tutor and subject teacher and half termly via assemblies.
When students are enrolled at Parkside School there needs to be a
commitment form parents, students and staff to work in partnership so
successful outcomes can be achieved for all. (Please see Appendix I: Home
School Agreement)
Rewards
At Parkside School we are very proud of our students’ achievements and
successes and are keen to acknowledge them. We expect that everyone will
achieve their best. We will praise and reward students in learning, behaviour,
attendance and punctuality, achievement and for their positive contribution to
school life.
Students will be rewarded in a variety of ways, for example: Non verbal praise
 Verbal praise
 Credits
 Positive referrals
 Worked displayed
 Postcards home
 Positive texts home
 Positive e mails home
 Letters home
 Phone call home
 End of year trips
800 credits = platinum
Head teacher’s certificate
600 credits = gold
Deputy Head / Assistant Head certificate
400 credits = silver
Form tutors certificate
200 credits = bronze
Form tutors certificate
For every 50 credits you get 1 entry into the Termly Prize Draw
Sanctions and strategies
All students that break the classroom rules will be treated in exactly the same way.
(Please see Appendix II: B4L structure & Appendix III : Reporting and monitoring
rewards and sanctions to activate a range of interventions)
Students will be sanctioned in a variety of ways but always with consistency: Yellow card remove
 Red card remove
 Form Tutor / Inclusion Manager / Senior Inclusion Manager / Assistant
HT report
Behaviour 4 Learning Policy
 Forgo opportunity to go on end of year trip
 Managed Move to another school
 Fixed term exclusion
 Permanent exclusion
However to balance this there will be a range of interventions, mainly provided
by our Inclusion Team (see Appendix V: Student support) to support those
students that struggle to control their behaviour and constantly make incorrect
choices. These may include sessions / programmes based on: Anger management
 1-1 support
 B4L programmes
 Self esteem
 Empathy
 Restorative dialogue
 Solution focused dialogue
 Circle time
Serious Incidents
Serious incidents in and around school, including the wider community, will
mean an automatic Red Card and a range of sanctions will be considered:
these will include the consideration of a Fixed Term Exclusion from school for
a specified time or even a Permanent Exclusion in severe cases.
Each
specific incident is dealt with and will take full regard to the specific
circumstances in which it occurred. The list below constitutes what a serious
incident may be: Physical assault
 Verbal abuse / threatening behaviour
 Sexual misconduct
 Vandalism
 Bullying – repeated use of behaviour to cause harm / unhappiness
 Drug or alcohol related incident
 Theft
 Racist abuse
 Arson
 Carrying an offensive weapon
Behaviour 4 Learning Policy
Appendix I – Home School Agreement
Parkside school
We will : Provide your child with a safe, well ordered and caring environment
with a dedicated Form Tutor to support and advise
 Provide a broad and challenging curriculum which meets their needs
 Encourage them to work to the best of their ability by providing
stimulating, challenging and engaging lessons and a variety of
enrichment activities so as to achieve results in line wit their abilities.
 Keep you informed of your child’s progress and achievements in a
variety of ways. Provide you with regular reports and an annual
opportunity to meet with their teachers
 Liaise with you whenever an incident / issue arises via text, email,
phone call or letter, and will consult with you to develop partnership
support in identifying next steps forward to improve outcomes for your
child
 Have a regularly updated ‘Behaviour 4 Learning’ Policy to support your
child’s achievement
 Listen to and respond appropriately to any concerns they may have
 Keep you informed about school events via letters home, school
website, texting service, phone calls, e mails
 Encourage them to attend school regularly and punctually
 Record and reward their good performance and progress
 Value and respect them as an individual
 Set and mark Home Learning regularly
Student
I will: Work to the best of my ability
 Come to school with the equipment I need
 Show respect for others in and out of school
 Follows the schools Behaviour 4 Learning policy
 Attend school regularly, on time and in the correct uniform
 Use my planner to support my learning
 Care for and respect the school property, environment and local
community
 Be responsible for taking communications to and from school and
home
Behaviour 4 Learning Policy
Parent
I will: Support the schools Behaviour 4 Learning policy. This includes
ensuring that transport arrangements are made if an after school
detention is set. You will always be given at least 24 hours notice
 Ensuring they wear correct school uniform, with Parkside School
logo, and will support the school in applying consequences for failure
to wear it appropriately (including that required for PE).
 Ensure my child brings an appropriate bag to school containing a
pencil case with appropriate equipment to enable them to engage in
learning i.e. pencil*, pen*, ruler* rubber, sharpener, calculator (it is not
permitted to use mobile phones as a calculator) *essential items
 Support the school in their decision to allow mobile phones / iPods in
the school as long as they are turned off when in lessons. Failure to do
so will result in the mobile being confiscated and accumulation of
behaviour points. Students will not be able to use their phones in
transit between lessons although they can use them appropriately at
break and lunchtimes
 Ensure my child only wears one stud per ear and does not wear
jewellery in any other piercings.
 Regularly look at and sign their planner to review the progress they
are making and the HW being set. Support the school in paying for a
new planner in the event of your child losing theirs or putting graffiti on
it.
 Ensure my child attends school and aims for 100% attendance. Where
at all possible I will ensure that medical / dentist appointments are
made outside of school hours.
 I will alert the school, on the first day, if my child is absent. When they
return to school I will fill in the “absence notes” section in the planner
 Keep the school informed about any issues which might affect their
learning
 Support my child with their home learning and log into the schools’ VLE
Behaviour 4 Learning Policy
Appendix 2
B4L – make the correct choice!
Good classroom
behaviour for
learning will be
acknowledged and
rewarded
1
2
3
4
Classroom rules
1.Listen to others when
they are speaking
2.Engage in your
learning
3.Let others learn
If you break one of the
classroom rules you will
be issued your 1st
verbal warning
If you continue to break
the classroom rules you
will be issued your 2nd
verbal warning
4.Follow instructions
first time, every time
Other expectations
Arrive on time to the
lesson
Be equipped for the
lesson
Always in possession of
your planner
Put your hand up to gain
attention
Sit in your assigned seat
Persistently breaking
the classroom rules will
result in the issuing of a
yellow card and 1
behaviour point
Refusal to go to the
yellow card room will
result in being issued a
red card and 2
behaviour points
A yellow card means
that you have to leave
the lesson and go to the
yellow card room. The
teacher will give you a
yellow slip and work to
complete
A red card means that
you will be placed in
isolation for the
remainder of the day
plus 1 full day and your
parents will be notified
You will stay in the
yellow card room until
the end of the lesson
If you move from Step 1 to Step 4 you will accumulate behaviour points – all
points trigger further intervention and contact with home
Following a yellow or red card before the next lesson it is essential that a
reinstatement conversation is had with the student. The teacher must
reinstate the student back into their class. In this conversation you are giving
the message to the student that they are part of your class and you want them
in your room as a successful learner.
Internal truancy
If you know a student is truanting from your lesson a Yellow Card needs to be
filled in and sent to the Inclusion Data Manager – it will be recorded as a YC
incident and 1 behaviour point will be recorded. The HoF will receive a list of
truants from their faculty and students will receive a faculty detention to make
up for lost time
APPENDIX III
Behaviour 4 Learning Policy
Reporting and monitoring rewards and sanctions to activate a range of interventions
Using SIMS we have created a Behaviour Database which provides a centralised record of all
incidents, both positive and negative. Teachers are responsible to log all Yellow cards/ red
cards as a safeguarding measure. In addition teachers can also log :Uniform
=U
Planner
=B
HL
=H
Mobile
=M
Late
=L
Truanting
=T
Equipment
=E
Bullying incidents need to be passed on to the Form Tutor in the first instance and the
Inclusion Team if the incident is not resolved. The Inclusion Team will log bullying incidents.
Using this system we can monitor and track student behaviour and provide appropriate
support and intervention. The key issue with this process is consistency in inputting the data
correctly and precisely. It is only successful if all the relevant information is logged thus
giving a rounded profile.
Reporting poor behaviour
All staff will use the same B4L structure to report behaviour issues
The B4L is modelled on a stepped approach (see Appendix II) in which students must be
given 2 verbal warnings if they have broken a rule. If they continue to disrupt learning for a
third time they will be issued a yellow card. If a student gets a YC they will go immediately to
the Yellow Remove room where they will complete the class work in silence and fill in a
Yellow Remove incident form. A member of the Inclusion Team will notify parents by either a
phone call or text message in the first instance. This will be followed up by written
notification. A student that receives two yellow cards in one day will automatically go into the
Red Remove Room for the following day.
Yellow Card = 1 Behaviour point
Red Card
= 2 Behaviour points
All behaviour points are centrally recorded and monitored and will lead to a range of
interventions intended to support the student in following the classroom rules
Walking away from an adult OR leaving the classroom without permission means they will be
issued with a red card and this will be followed up by Inclusion Manager. Refusal to leave the
classroom on the third warning will result in an Inclusion Manager being sent for to escort
them down.
Rewarding positive behaviour and achievement
Lesson credits will be recorded directly into the planner via teachers using subject specific
stamps. If a student complies with the 4 classroom rules and demonstrates progress in the
lesson then they will receive 1 credit. Students can potentially receive 25 classroom credits in
1 week plus they may get additional ones for out of lesson activities / good behaviour.
Students can also receive Positive Referrals – these are in acknowledgement of sustained
progress / good behaviour / effort / attitude over the course of few lessons or in other activities
outside of the classroom. A Positive referral is worth 2 credits – this will also be recorded in
the planner by the teacher using their stamp in the comment box.
Behaviour 4 Learning Policy
The Form Tutor will ensure that their students count the credits on a weekly basis and they
will collate all information to be recorded centrally. Subjects teacher will also keep a record of
students gaining credits / Positive referrals.
Certificates will be rewarded in tutor time ranging from Bronze and Silver. If students achieve
Gold or Platinum this will be done on a 1- 1 with the Head teacher or Deputy Head teacher.
All students can access the end of year rewards trip if they fulfill the criteria including 600
credits and less than 3 behaviour points per term. Students who gain BP and / or excluded
from school for any days will find they count against them and they will not be able to go on
the visit
HOME LEARNING
Students are expected to complete their home learning within the prescribed time allocation
sett by their subject teacher. Missed homework should never be ignored, it must always be
dealt with. Naturally a degree of thoughtful flexibility should always be brought to bear whilst
still adhering to school policy. Heads of Faculty have the responsibility to monitor missed HL
via the information provided by their faculty. It is recommended that HoF sets lunchtime
detentions as a consistent sanction. Students will be expected to complete their HL in this
time. However if particular on going patterns emerge the HoF will refer to the Assistant Head
teacher in charge of Learning and Teaching.
Behaviour 4 Learning Policy
APPENDIX IV: Student support
Inclusion Team
The inclusion team will endeavour to support both teachers and students within the B4L
structure. Their core duties will be: Respond to ‘on call’ system at level 3 and 4 of B4L
 Follow up specific bullying issues in liasison with Anti-bullying co-ordinatior
 Provide a range of interventions to meet the needs of students receiving 3 plus
behaviour points
 Analyse behaviour data to ensure needs are met, appropriate interventions are in
place and action is followed up to measure impact
 Support classroom teachers in behaviour leadership
 Patrol potential ‘hotspots’ identified via data analysis
 Be timetable twice a week in Red remove room
 Provide circle time in red remove room
 Input data if necessary
 Liaise with SENCO on a regular basis
 Monitor attendance and run annual Attendance Challenges
 Attend pastoral meetings to ensure links are made between behaviour and
achievement
Inclusion Mentor / Anti-bullying co-ordinator
To add
SENCO
To add
Safer Schools Officer
A Police Officer is employed by the six schools in the Three Valleys Partnership to help
manage behaviour in and around the schools. This Police Officer divides his time between
each school and can be contacted at any time in the event of an emergency. He/she is able
to advise, counsel and work with students in a range of situations. Whilst in school they are
line managed by the Assistant Head responsible for Inclusion although they do carry the
authority of a full time Police Officer.
Parental Involvement worker
Support parents with any issued raised via their child
School Nurse
To add
Attendance Officer
To add
Yellow Remove Room
Short term intervention where students are sent if they break the classroom rules 3 times.
They remain in the room for the remainder of the lesson with the work they were meant to be
completing in class, and then return to their next class.
Red Remove Room
This is a planned referral process within the B4L structure , it cannot be used as an
‘unplanned’ intervention. On entry students will complete a Red Remove questionnaire to
reflect on their behaviour – this is signed and filed. Students will work in numbered booths, in
silence, with no contact with other students. Mobile phones will need to be handed to the
teacher in charge on entry and will be returned on exit. Parents will always be notified.
Involvement from other agencies for higher level intervention
Behaviour 4 Learning Policy
Appendix V: Consistency Checks
Planner
Uniform
Planners should be placed on School tie must be worn
desk at the start of all lessons. correctly and fastened up to
the neckline
If you forget your planner you
will be issued with a planner
Plain black shoes
page from FT. All entries must
be copied into your planner
No jeans, culottes, hoodies,
asap.
combats to be worn in
school. Outdoor clothing to
No student to leave the form
be placed in lockers
room without either of the
above
Blazers can only be
removed on request
FT to make a note of students
without planner
Equipment
The expectation will be that
all students come to school
with the correct equipment.
The minimum requirement
is:Pen, pencil, ruler
Students without equipment
can purchase items from
the FT
Consequences
Consequences
Consequences
st
FT to contact home in 1 Loan of uniform. If student Persistent lack of equipment
instance if planner is lost or refuses to comply contact means the FT will contact
regularly not produced
home will be made
home
An new planner must be If uniform is persistently Students made aware that
purchased
worn incorrectly parents / equipment can be bought
carers will be notified
from the FT
If student arrives at the lesson
without a planner page they Parents will be asked to
must go to FT at break or bring correct uniform to
lunch time
school or student will be
sent home
Student returns planner page
to their FT on the next day
FT involves Inclusion Team if
problem persists
Behaviour 4 Learning Policy