BEHAVIOUR MANAGEMENT POLICY
Date policy approved/discussed with
Governors:
Date policy reviewed:
June 2016
Date of next review:
June 2017
1
BEHAVIOUR MANAGEMENT POLICY
PRINCIPLES
At Mount Gilbert School we aim to provide an educational environment where individual
needs are met to enable each pupil to achieve their potential by:




Creating a restorative community
Developing personal learning programmes
Providing diverse approaches to engage pupils
Enabling access to small group and individual work as individual needs require
This aim allows all pupils to develop in the way, and at the rate which is best suited to them.
Pupils of all abilities learn to live with one another in a community of tolerance and mutual
respect, and in an environment where they feel safe. We aim to prepare pupils for the larger
communities to which they will belong on leaving school, and as such, we seek to develop
the potential for individual pupils to manage their own behaviour. We also provides
opportunities for pupils to take responsibility for themselves and others and to contribute
to the overall running and ethos of the school.



Wherever possible we believe that behaviour should be addressed proactively rather
than reactively. Discussions about difficult or unacceptable behaviour will be in the
context of identifying and addressing the underlying factors which may give rise to
such behaviour.
The school seeks to maintain high standards of behaviour. It is our intention to give
the pupils a broad experience of life and to enable them to achieve their best. For
this to happen it is essential for parents/carers and school to work closely together.
Behaviour which undermines or contradicts the ethos of the school, (see Appendix
2), is deemed to be unacceptable e.g. bullying. Further specific guidelines are set out
in the school’s expectations (see appendix 1), a copy of which is given to all new
parents and pupils, and which is at the heart of the Home/School agreement which
new parents and pupils are invited to sign, (see Appendix 7).
TEACHING AND LEARNING

We believe strongly that the quality of teaching and learning can play a major part in
establishing the preconditions for good behaviour. Equally, poor teaching and
learning and inadequate planning can create an atmosphere where pupils behave
badly, attend sporadically and sometimes fail. Therefore we acknowledge that there
is a responsibility on all staff to plan for pupils’ individual needs.
2






The development of pupils’ social, emotional and behavioural skills runs through all
curriculum areas in the school, within a consistent framework of whole-school
strategies for promoting positive teaching and learning.
Form tutors will discuss individual targets for improvement with pupils both in terms
of curricular targets and social and emotional targets.
In addition pupils have a weekly PSHCE/SEL lesson where social, emotional and
behavioural issues such as bullying, friendship, drugs and the environment are
addressed. These lessons also provide opportunities for pupils to learn about and
discuss whole school policies relating to behaviour.
Whole school circles, as well as providing a forum for celebrating success and
promoting positive behaviour, are also used to explain the consequences of
unacceptable behaviour so as to provide a whole-school focus for what we are trying
to achieve.
A robust Y6/7 transition program supports the establishment of good relationships
and effective routines prior to commencement.
Teaching strategies aimed at promoting co-operative learning and other aspects of
personal learning and thinking skills (PLTS) have also been introduced to facilitate a
more conducive learning environment where pupils take more responsibility for
their own and others’ learning.
ROLES AND RESPONSIBILITIES





The governing body is responsible for defining the principles underlying Mount
Gilbert’s behaviour management policy, (see Appendix 8).
The Headteacher is responsible for establishing an environment that encourages
positive behaviour, discourages bullying and promotes race equality and, with other
members of the Leadership team, organising support for implementing the policy.
To provide a framework for implementing the Behaviour Management Policy each
pupil is supported by two form tutors and a Behaviour Ambassador. All staff, both
teaching and support, have a responsibility for ensuring that this policy is
implemented in a consistent manner.
Pupils have a responsibility to support staff and each other in the implementation of
Mount Gilbert’s Behaviour Management Policy. In addition pupils are able to voice
their concerns as well as shape and promote the policy through their pupil council.
Parents and carers have a responsibility for their pupil’s behaviour inside and outside
of school. Parents and carers also have a responsibility for working in partnership
with the school to maintain high standards of behaviour and in contributing to this
and related policies through consultation.
3
BEHAVIOUR WAY
Mount Gilbert’s behaviour expectations provide an important framework on which to build
the behaviour management policy. Parents are asked to support the school by ensuring that
pupils are familiar with the whole school expectations and that it is adhered to. The whole
school expectations is not meant to be an exhaustive list of rules but rather a framework
which operates in conjunction with other policies e.g. Anti-bullying policy, Drugs policy.
Whilst it is not possible or desirable to list everything which is permitted or otherwise, it
would be stressed that all potentially dangerous items/substances should not be brought on
to the school site. Any infringement of this will be treated with the utmost seriousness and
appropriate action taken. Pupils who make accusations of a malicious nature will be dealt
with by both staff in the school and police where clear consequences for such behaviour will
be discussed.
The behaviour of all pupils is graded on a weekly basis as either red, amber or green, with
green being the desired place to be. The behaviour grading indicates the level of challenge
that each pupil will receive. Green and amber pupils are monitored by a team of behaviour
ambassadors. Red pupils are allocated to a member of SLT, and weekly meetings with
parents are expected. Pupils’ behaviour will be graded on a weekly basis in a whole staff
meeting based on the review of their behaviour and performance in school over the course
of the previous week. Pupils and parents/carers will be informed of decisions over the
phone and formally in writing (see Appendix 9).
REWARDS
1. Wherever possible pupils are given praise and encouragement for good work and
behaviour in order to promote a positive ethos throughout the school. Specifically:
- The new online reward system has allowed pupils to check their behaviour
and reward points from home allowing them to decide on how best to use
their points.
- The points system should be used at the end of each lesson whereby the
member of staff allocates a number of points for the lesson based on work
and behaviour for the lesson. All pupils should take part in this process.
- Postcards home ensure that positive praise is being used and that parents are
aware of good behaviour in school.
- Pupils are nominated for star work which results in a letter home from the
Headteacher and a small gift after three nominations
- Points are awarded for each lesson which ultimately result in prizes which
can be award on a weekly, termly, annual basis depending on when the pupil
hits the target. (See Appendix 4)
- Form tutors keep track of the online reward system to discuss with pupils in
form time.
4
- Positive phonecalls home if the pupil has been identified as having had a
positive day
- Give recognition in circle time by presenting the Top 5 award
- Comment positively in exercise books
- Give verbal praise
- Allow KS4 privileges when they have demonstrated an ability to hold
responsibility.
- Specific rewards allocated to green pupils, (see Appendix 5)
2. All staff are expected to model professional and exemplary behaviour and work in an
environment of trust, respect and optimism when dealing with pupils. It is our
intention that pupils will learn by example when encouraging language, positive
behaviour, punctuality and regular attendance are the norm.
CONSEQUENCES






It is sometimes necessary to use consequences in support of our school discipline
and ethos. It is always our intention to be consistent, fair and appropriate in our use
of consequences and to punish the behaviour/offence rather than the individual.
More severe consequences will be reserved for more severe behaviour.
In the first instance, wherever possible, we will seek to deal with the incident using
restorative principles. Accordingly, we will seek to empower staff and pupils who
have been wronged to talk to the wrong-doer in a restorative atmosphere. The
wrong-doer will be encouraged and supported to take responsibility for their
behaviour, face up to wrong-doing and offer reparation.
Whole class consequences will not be used unless circumstances dictate otherwise.
Although staff will follow agreed consequences and procedures individual pupil’s
circumstances will be taken into account. Every incident will be dealt with
individually within the context of the event. However, it is worth noting that violent
and/or persistent bullying, physical attacks with intent and assault on staff members
will always be dealt with severely and with parent/carer involvement. The bringing
of illegal substances and alcohol onto the premises will not be tolerated; substances
will be seized and wherever possible handed to the police, if appropriate, or
disposed of safely.
Pupils will be made aware of Mount Gilbert’s rewards and consequences and these
will be displayed in all classrooms.
Behaviour has, in consultation with both staff and pupils, been categorised into four
areas with four levels of consequences (see Appendix 3). These may be applied in
different ways depending on the individual needs of the pupil and the context within
5



which the incident takes place. It should be noted that restorative circles can be used
at any point.
The intention is always to involve parents/carers where there are serious concerns
regarding a pupil’s work, behaviour or attendance but this depends on the capacity
of the parent/carer to influence matters positively.
All incidents are recorded on Sleuth and monitored regularly by the Behaviour
Ambassadors in conjunction with SLT.
The use of isolation is used when deemed to be appropriate. Pupils are supervised at
all times and are issued with appropriate learning tasks.
SUPPORT SYSTEMS FOR PUPILS






Pupils admitted to the school are seen, as part of the induction process, by the
Additional Needs Manager. Information is gathered to support judgements about
the level and type of support that may be needed in school for each individual pupil.
Support may take the form of in-class support, out-of-class support, tutor groupings
etc
A debrief is held daily involving representatives of SLT, and the Behaviour
Ambassadors, these provide a forum for staff to be able to share information and
raise issues relating to pupils. Any concerns should be logged on SLEUTH by 3.00pm.
An email will be sent informing all staff of the outcomes of any discussions.
The school is committed to working in partnership with outside agencies that can
offer additional expertise both in terms of understanding the whole pupil and
offering advice and support on managing whole school issues.
Any referrals are normally made by the Additional Needs Manager or the
Headteacher. They also deal with all child protection issues.
Contact with parents is made at the earliest opportunity if staff feel there is the need
to inform parents/discuss a particular problem rather than letting it escalate.
Mount Gilbert staff are trained to provide a range of generic interventions, from, for
example first aid through to specific individualised interventions such as mentoring,
bereavement counselling, build to express, drawing and talking.
SUPPORT FOR STAFF



Staff are responsible for dealing with behaviour issues as outlined in earlier sections
of this policy
Staff should aim for constancy and fairness whilst always taking account of individual
needs
Staff should look for opportunities to practise and develop strategies for dealing with
behavioural issues within the parameters of the policy
6






Staff should look for opportunities for regular professional development on
behaviour either in school or elsewhere.
Staff should not consider it to be a sign of weakness if individual pupils or classes
present them with behavioural problems. Other colleagues should be used to
support staff in the first instance. The Additional Needs Manager or other members
of the Leadership Team can advise on strategies to assist with particular pupils or
classes. The Behaviour Ambassador should be a useful source of information on
pupils in his/her year group and may well be able to provide additional support.
Within the context of being a school for SEMH pupils and with a responsibility to
plan carefully to meet the needs of individual pupils, staff and other pupils in the
group should not be expected to tolerate persistent or unacceptable disruptive
behaviour. If a pupil needs to be withdrawn from a lesson, a colleague should be
called to take the pupil to the Inclusion room.
Staff should then follow this up with further discussion with the colleague who
requested removal from the lesson. The aim of the inclusion room is to provide a
space for pupils to re-engage to their work and return to the lesson.
Mount Gilbert is committed to providing the resources to promote positive
behaviour and attendance through the use of CPD and creative curriculum design
that seek to encourage positive engagement with school.
Incidents of pupils making malicious accusations against school staff will be handled
with extreme seriousness. Parents will be informed in all cases and governors made
aware of outcomes of investigation. Staff will be advised to seek advice from their
union. A meeting with the Headteacher will be held to ensure a smooth way
forward for the member of staff in terms of future interactions with the pupil.
SCHOOL SYSTEMS FOR PARENTS/CARERS


Parents/carers are urged to contact the school if pupils are experiencing specific
problems which may be affecting their work, behaviour or attendance at school. The
school can access support systems which may be helpful to parents/carers where
problems with pupils exist.
All staff have responsibilities for the welfare of pupils and parents/carers should
contact school to discuss any issues or problems which may arise and which may give
cause for parental concern.
CONSULTATION

It is Mount Gilbert’s intention to consult with staff, parents/carers and pupils as part
of the reviewing and monitoring process, prior to revision, by the governing body, of
its Behaviour Management policy. Our current policy is the result of such
7


consultations over many years and it is a fundamental process in ensuring the
support of all members of the school community.
Pupils will be asked to contribute through their School Council.
Parents will be asked to comment and make suggestions which will also be
submitted to the Leadership Team for further consideration. The Governing Body
will then decide any amendment to the policy.
MONITORING AND EVALUATION

It is Mount Gilbert’s intention to monitor the effectiveness of any revised Behaviour
Management policy through scrutiny of behaviour data, feedback from stakeholders
and advice from outside agencies.
EQUAL OPPORTUNITIES
Equal opportunities is about ensuring that every member of the school community is
regarded as being of equal worth and importance, irrespective of culture, race, gender,
sexual orientation, learning abilities, sensory or physical impairment, social class or lifestyle.
It is about recognising differences, meeting individual needs and taking positive action, so
that everyone has equal access to the educational opportunities offered by the school; it is
also about regularly monitoring that each pupil has the opportunity to achieve.
LEAVING THE CLASSROOM OR SCHOOL GROUNDS WITHOUT PERMISSION
If a pupil runs out of a class we will establish where he or she has gone. Teachers must not
run after them but it is advisable to keep a watchful eye on any pupil who has taken him or
herself out of the school building and possibly out of school grounds, unless this provokes
the pupil to run further. If a pupil is no longer on school premises then a form should be
completed and taken to the front office where parents will be contacted. If they are not at
home emergency contact numbers will be tried along with a text message. If no response
parents will be informed and will contact the police if they consider it to be appropriate.
THE POWER TO DISCIPLINE BEYOND THE SCHOOL GATE
Disciplining beyond the school gate covers the school’s response to all non-criminal bad
behaviour and bullying which occurs anywhere off the school premises and which is
witnessed by a member of staff or reported to the school. The governing body must be
satisfied that the measures proposed by the head teacher are lawful.
Pupils may be disciplined for any misbehaviour when the pupil is:



taking part in any school-organised or school-related activity or
travelling to or from school or
In some other way identifiable as a pupil at the school.
8
Or, misbehaviour at any time, whether or not the conditions above apply, that:



could have repercussions for the orderly running of the school or
poses a threat to another pupil or member of the public or
could adversely affect the reputation of the school.
In all cases of misbehaviour, the teacher can only discipline the pupil on school premises or
elsewhere when the pupil is under the lawful control of the staff member.
As a result of any of these behaviours, the Headteacher will collect witness statements from
both adults and pupils who have witnessed the event. The parents of the pupil involved will
be contacted and invited into school to discuss the matter. Consequences for the
misbehaviour will follow those issued by the school for misbehaviour during the school day.
Parental support will be sought for consequences which they are able to administer outside
the school day.
Following any incident, the Headteacher will consider whether it is appropriate to notify the
police or Community Support Officers of the actions taken against a pupil. If the behaviour is
criminal or poses a serious threat to a member of the public, the police will always be
informed. If there is any concern that the behaviour may be linked to the pupil suffering, or
being likely to suffer, significant harm, safeguarding procedures would be followed.
DETENTIONS
The use of detentions as a consequence for missed learning is encouraged. These can take
place at break or lunch time and after the school day. As a general rule, detentions will last
no more than 30 minutes. Parents/carers will be informed of detentions lasting over 15
minutes after school.
The times outside normal school hours when detentions can be given (these will only be
given in exceptional circumstances) include:



Any school day where the pupil does not have permission to be absent;
Weekends – except the weekend preceding or following the half term break; and
Non-teaching days – usually referred to as ‘training days’, ‘INSET days’ or ‘non
contact days’.
It is worth noting that parental consent is not required for detentions. With lunch time
detentions, staff should allow reasonable time for the pupil to eat, drink and use the toilet.
9
Detentions outside school hours
School staff should not issue a detention where they know that doing so would compromise
a child’s safety. When ensuring that a detention outside school hours is reasonable, staff
issuing the detention should consider the following points:




Whether the detention is likely to put the pupil at risk;
Whether the pupil has known caring responsibilities which mean that the detention
is unreasonable;
Whether the parents ought to be informed of the detention. In many cases, it will
be necessary to do so but this will depend upon the circumstances. For instance,
notice may not be necessary for a short after school detention where the pupil can
get home safely; and
Whether suitable travel arrangements can be made by the parent for the pupil. It
does not matter if making these arrangements is inconvenient for the parent.
SEARCHING AND CONFISCATION
The Headteacher, Deputy Headteacher and two senior members of staff have a statutory
power to search pupils or their possessions, without consent, where they suspect the pupil
has certain prohibited items. The items that can be searched for under this power are knives
or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks and
pornographic images. School staff can seize any banned or prohibited item found as a result
of a search or is considered to be harmful or detrimental to school discipline.
Searching with consent
Schools’ common law powers to search:
School staff can search pupils with their consent for any item which is banned by the school
rules.
1. The school does not need to have formal written consent from the pupil for this sort of
search – it is enough for the teacher to ask the pupil to turn out his or her pockets or if the
teacher can look in the pupil’s bag and for the pupil to agree.
2. Items which are banned in school include, any item which could be used as a weapon,
matches, any form of drugs (including medicines, which have not been prescribed and a
medical from completed), knives, firearms, sprays, smoking materials, alcohol, fireworks,
pornographic images or stolen items.
10
3. If a member of staff suspects a pupil has a banned item in his/her possession, they can
instruct the pupil to turn out his or her pockets or bag and if the pupil refuses, the teacher
can apply an appropriate consequence as set out in the school’s behaviour policy.
4. A pupil refusing to co-operate with such a search raises the same kind of issues as where
a pupil refuses to stay in a detention or refuses to stop any other unacceptable behaviour
when instructed by a member of staff – in such circumstances, schools can apply an
appropriate disciplinary penalty.
Searching without consent
What the law says:
What can be searched for?
1. Knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers,
fireworks and pornographic images (referred to in legislation as ‘prohibited items’).
Can I search?
2. Yes, if you are the Headteacher, Deputy Headteacher or a senior member of staff. But:
a. you must be the same sex as the pupil being searched; and
b. there must be a witness (also a staff member) and, if at all possible, they should be the
same gender as the pupil being searched.
When can I search?
3. If you have reasonable grounds for suspecting that a pupil is in possession of a prohibited
item.
Authorising members of staff
The Headteacher, Deputy Headteacher and two Senior members of Staff are authorised to
use these powers.
1. Teachers can only request a senior member of staff to undertake a search without
consent if they have reasonable grounds for suspecting that a pupil may have in his or her
possession a prohibited item. The teacher must decide in each particular case what
constitutes reasonable grounds for suspicion. For example, they may have heard other
pupils talking about the item or they might notice a pupil behaving in a way that causes
them to be suspicious.
2. The powers allow school staff to search regardless of whether the pupil is found after the
search to have that item. This includes circumstances where staff suspect a pupil of having
11
items such as illegal drugs or stolen property which are later found not to be illegal or
stolen.
3. School staff can view CCTV footage in order to make a decision as to whether to conduct
a search for an item.
Location of a search
1. Searches without consent can only be carried out on the school premises or, if elsewhere,
where the member of staff has lawful control or charge of the pupil.
2. The powers only apply in England.
During the search
Extent of the search – clothes and possessions
What the law says:
The person conducting the search may not require the pupil to remove any clothing other
than outer clothing.
‘Outer clothing’ means clothing that is not worn next to the skin or immediately over a
garment that is being worn as underwear but ‘outer clothing’ includes hats; shoes; boots;
gloves and scarves.
‘Possessions’ means any goods over which the pupil has or appears to have control – this
includes bags. A pupil’s possessions can only be searched in the presence of the pupil and
another member of staff. The power to search without consent enables a personal search,
involving removal of outer clothing and searching of pockets but not an intimate search
going further than that, which only a person with more extensive powers (e.g a police
officer) can do.
Use of force
Reasonable force may be used by the person conducting the search (see MAPA policy)
After the search
The power to seize and confiscate items – general
What the law allows:
Schools’ general power to discipline, as set out in Section 91 of the Education and
Inspections Act 2006, enables a member of staff to confiscate, retain or dispose of a pupil’s
property as a disciplinary penalty, where reasonable to do so.
12
1. The member of staff can use their discretion to confiscate, retain and/or destroy any item
found as a result of a ‘with consent’ search so long as it is reasonable in the circumstances.
Weapons, knives and extreme or pupil pornography must always be handed over to the
police.
2. Staff have a defence to any complaint or other action brought against them. The law
protects members of staff from liability in any proceedings brought against them for any
loss of, or damage to, any item they have confiscated, provided they acted lawfully.
Items found as a result of a ‘without consent’ search
What the law says:








A person carrying out a search can seize anything they have reasonable grounds for
suspecting is a prohibited item (that is a weapon/knife; alcohol; illegal drugs or
stolen items) or is evidence in relation to an offence.
Where a person conducting a search finds alcohol, they must retain it for return to
the parent.
Where they find extreme or child pornography this must be delivered to the police.
Where they find controlled drugs, these must be delivered to the police as soon as
possible.
Where they find other substances which are not believed to be controlled drugs
these can be confiscated where a teacher believes them to be harmful or
detrimental to good order and discipline.
Where they find stolen items, these must be delivered to the police or returned to
the owner, providing it is safe to do so.
Any weapons or items which are evidence of an offence must be passed to the
police as soon as possible.
It is school policy to always deliver stolen items or controlled drugs to the police. If
the owners of the items are known and do not pose a threat to the pupil, these will
be returned to the owner.
Telling parents and dealing with complaints
Schools are not required to inform parents before a search takes place or to seek their
consent to search their pupil.
1. There is no legal requirement to make or keep a record of a search, however as good
practice a record will be completed whenever a search and/or confiscation has taken place.
(see Appendix 6)
2. The school will always inform the individual pupil’s parents or guardians where alcohol,
illegal drugs or potentially harmful substances are found along with any other banned items
which might be found.
3. Complaints about screening or searching will be dealt with through the normal school
complaints procedure.
13
POWER TO USE REASONABLE FORCE
The legal provisions on school discipline also provide members of staff with the power to
use reasonable force to prevent pupils committing an offence, injuring themselves or others
or damaging property, and to maintain good order and discipline in the classroom.
The use of physical intervention is wherever possible to be avoided. There may be occasions
when the use of physical restraint is appropriate. Any intervention used will be minimal and
in proportion to the circumstances of the incident. All school staff are M.A.P.A trained and
more details are set out in the Use of physical restraint policy.
FURTHER READING AND GUIDANCE
Use of Reasonable Force - https://www.gov.uk/government/publications/use-ofreasonable-force-in-schools
Screening, Searching and Confiscation https://www.gov.uk/government/publications/searching-screening-and-confiscation
Exclusions Guidance – https://www.gov.uk/government/publications/school-exclusion
Safeguarding – https://www.gov.uk/government/publications/keeping-children-safe-ineducation--2
SEN Code of Practice – https://www.gov.uk/government/publications/send-code-of-practice-0-to25
The Government’s former expert adviser on behaviour, Charlie Taylor, has produced a
checklist on the basics of classroom management. Teachers can use it to develop between
five and ten essential actions to encourage good behaviour in pupils. https://www.gov.uk/government/publications/good-behaviour-in-schools-checklist-forteachers
LEGISLATIVE LINKS
Education Act 1996 - http://www.legislation.gov.uk/ukpga/1996/56/contents
School Standards and Framework Act 1998 http://www.legislation.gov.uk/ukpga/1998/31/contents
Education Act 2002 - http://www.legislation.gov.uk/ukpga/2002/32/contents
Education and Inspections Act 2006 http://www.legislation.gov.uk/ukpga/2006/40/contents
14
School Information (England) Regulations 2008 http://www.legislation.gov.uk/uksi/2008/3093/made
Equality Act 2010 - http://www.legislation.gov.uk/ukpga/2010/15/contents
The Education (Independent School Standards) (England) Regulations 2010 http://www.legislation.gov.uk/uksi/2010/1997/contents/made
Education Act 2011 - http://www.legislation.gov.uk/ukpga/2011/21/contents
Schools (Specification and Disposal of Articles) Regulations 2012 http://www.legislation.gov.uk/ukdsi/2012/9780111519356/contents
The Education (Independent School Standards) (England) Regulations 2012 http://www.legislation.gov.uk/uksi/2012/2962/contents/made
The School Behaviour (Determination and Publicising of Measures in Academies)
Regulations 2012 - http://www.legislation.gov.uk/uksi/2012/619/introduction/made
Appendix 1
15
16
Appendix 2
Ethos
AIM: To create a safe, secure and happy environment
in which all members of the community can flourish.
How do we achieve this?
 Pupilren's learning is understood developmentally
 All behaviour is communication
 The classroom offers a safe base
 Interactions are designed to foster positive relationships
 Everything we do models our high expectations
 Nurture provides the building blocks to enable pupils to develop
 By being reflective practitioners
What should we do?
 Adults modelling positive communication and interaction
 Constancy of approach based on individual needs
 Provide an environment that in which we can feel safe to ‘fail’
 Protect each other from harm and consider each other’s wellbeing
 Develop a therapeutic approach to community life
What should we see?
 A sense of collaboration between all members of the community
 Pupilren enjoying their learning
 Success
 Resilience
 A desire to make our community a positive place to be
 An emotionally literate community
17
Appendix 3
BEHAVIOUR
CATEGORY
1
EXAMPLES
REWARDS
Following staff instructions
Courtesy to all in school
Communicating with staff
Willingness to help others
Staying in class
Following systems
18
Positive attention
Rewards
Grant reasonable requests
Star work
Positive phone call home
Praise
Feeling good
Postcard home
Additional responsibility in
school.
BEHAVIOUR
CATEGORY
2
EXAMPLES
CONSEQUENCES
Leaving classroom
Poor table manners
Off task
Lying
Refusal to work
Not following
instructions
Ripping up target sheet
Playfighting
Spitting
Lateness
Blatant smoking
Unintentional physical
assault
Graffitti
Throwing small objects
Low level disruption
Misuse of mobile phone
Damage to school
property
19
Detention
Phone call home
RP
Turnaround room
Verbal reprimand
Restitution
Planned ignoring
Confiscation of object
BEHAVIOUR
CATEGORY
3
BEHAVIOUR
CATEGORY
4
EXAMPLES
CONSEQUENCES
Bringing weapons on site
Inappropriate sexual
behaviour
Deliberately spitting at
staff
Dangerous behaviour
Derogatory comments
Physical assault
Throwing with intent to
harm
Bullying; intimidation
Substance misuse
Abuse – verbal, physical,
emotional, racist
Absconding
Urinating in
inappropriate places
Phone call home
Parent/carer in
Other agency/governor
involvement
Bullying report
Internal exclusion
Fixed term exclusion
Confiscation of object
Individual learning
programme
EXAMPLES
CONSEQUENCES
Attacks or threatening
attack with weapons
20
Fixed term exclusion
Permanent exclusion
Interfering or preventing
staff from dealing with
potentially dangerous
situations
Planned physical assault
Dealing drugs
Gang mentality
Theft
21
Referral to other
agencies
Contact with
parent/carers
Individual learning
programme
22
23
Appendix 4
REWARDS SYSTEM
All pupils will have a daily target sheet. This will include an individual behaviour target and
literacy target.
Pupils will gain a maximum of 10 points per lesson and 1 point for breakfast. An additional
point each lesson will be awarded when a pupil meets their individual behaviour and
literacy target.
7 is the expected number of points for a lesson, to gain anything more than 7 pupils will
have to do something above the norm. Each pupil will be set a target for the day, initially
this will be 40 but can be altered for each pupil as time goes on. If a pupil is in the
turnaround room for any part of the lesson the most they can score is 5 points.
Pupils have the potential to score 73 points per day except on a Thursday when pupils can
score 49. As can be seen from the table below, over the week pupils can score 341 points
from lessons and up to 356 if they have full attendance and no lates.
Friday
Monday
Tuesday
Wednesday Thursday
Breakfast
Lessons
Ind. Beh. Target
1
60
6
1
60
6
1
60
6
1
60
6
1
50
5
Ind.Lit.target
Daily totals
6
73
6
73
6
73
6
73
5
61
Weekly
Totals
5
290
29
29
353
100% attendance
No lates
-
-
-
-
-
+10
+5
Totals incl.
attendance.
368
Additional points for good manners, kindness, star work etc
Pupils can also score additional points for the following things:




Good deeds
Star work – 3 points
Weekly attendance/punctuality – 10 points for 100% attendance, 5 points for no
lates. KH will inform tutors of attendance/punctuality for the week via email on a
Thursday to discuss in Fridays form time.
Manners and politeness.
Additional points will be recorder using the online reward system.
24
All points must be recorded at the end of every lesson. Form tutors should use the on line
system to hold conversations with pupils around progress.
Form tutors will be provide a display sheet for the form room with the number of points.
Potentially pupils could gain 13519 points in an academic year.
POINTS MEAN PRIZES
Listed below are some examples of the sort of prizes pupils might be expected to get for
their points and a rough equivalent in terms of cost.
200 points ( £1)
5000 points (£30)
Match attack cards, shower gel, deodorant, small toys, pens,
keyrings, playing cards, pens
Football, football socks, hat, gloves, socks, torch, drinks bottle,
stationery sets, puzzles
McDonalds, Match attack folder, memory sticks, voucher, shin pads,
goalie gloves, lego kit, Top Trumps, Flick Trix, Book
Cinema Ticket, DVD, CD, Sports bag, phone case, headphones,
annuals, boardgames
MP3 player, Itunes voucher, phone speakers, airfix models, board
games, some remote control cars, Bowling
Computer game, watch, MP4 player, Bop-it, Bike helmet
10000 points (£60)
Trainers, football boots, shoes, hoodie, clothes, skateboard, scooter
15000 points (£400)
Iphone, Ipad, Xbox, PS3, mobile phone, BMX, Bike
500 points (£3)
1000 points (£5)
1500 points (£7.50)
2500 points (£10)
Rewards afternoons
These will take place on a termly basis. Pupils will not need to cash in points to take part.
There will be three levels of rewards dependant on the pupil’s percentage score on the
behaviour tracker.
Level 1
<50%
LEVEL 1
Swimming
X box afternoon
Film afternoon
BMX Track
Driving range
Level 2
50 – 75%
LEVEL 2
Cinema
Laser Quest
Think Tank
Ice Skating
Bowling
Level 3
> 75%
LEVEL 3
Alton Towers
Anfield /Old Trafford
Quad Biking
Snowdome
Space port/Blue Planet
Go Ape
Pupils are also able to exchange their points in the tuck shop on a daily basis.
25
Appendix 5
26
Appendix 6
Name of pupil:
(Male/Female)
Class:
Search and confiscation Record
Reason for the search
Names of staff carrying out the search and those staff acting as witness
include title
Items found
Other agencies involved – please list with name and title
Parents contacted
Date:
Time:
27
Consequences/Next steps
Meeting with parent and pupil following the incident
Any further intervention or agency involvement required
Signed:
Date:
Designation:
28
Appendix 7
Mount Gilbert School
HOME SCHOOL AGREEMENT
Mount Gilbert School
The school will try to:
Care for the young person’s safety and happiness
Ensure that the young person has a Individual education plan
Ensure that the young person achieves his full potential as a valued member of the
school community
Provide an appropriate curriculum and meet the individual needs of the young person
Achieve high standards of work and behaviour through building good relationships
and developing a sense of responsibility
Keep you informed about general school matters and about young person’s progress
by inviting you to pupil consultation meeting each term and regular updates.
Be open and welcoming at all times and offer opportunities for you to become
involved in the daily life of the school.
Monitor attendance and behaviour
Signature:……………………………… Date:………………….
Parent/Carer
I/We will try to:






Ensure that my pupil goes to school regularly, on time and properly equipped and
wearing school uniform.
Ensure that the school is informed of any changes to my contact details.
Make the school aware of any concerns or problems that might affect my pupil’s
work or behaviour
Support the school’s policies and guidelines on behaviour
Attend termly parents’ meetings and discussions about my pupil’s progress
Get to know about my pupil’s life at the school
Signature:……………………………… Date:………………….
Pupil
I will try to:







Attend school regularly and on time
Bring all the equipment I need every day
Wear the school uniform and be tidy in appearance
Do all my class work and homework as well as I can
Be polite and helpful to others
Respect my teachers and fellow pupils
Keep the school free from litter and vandalism.
Signature:……………………………… Date:………………….
29
Appendix 8
General Principles to promote good behaviour and discipline in the school
The underlying principal of the Governing Body in relation to good behaviour and discipline is one of
RESPECT for all parties i.e. Pupils, Staff, Parents and Governors towards each other.
In order to achieve respect and obtain good behaviour and discipline in the school the governing
body believe that the following principles should apply
1. Staff should ensure that at the beginning of the lesson all young people are focused and
understand what the lesson is about
2. Staff should ensure that the young people understand the tasks set and are assisted to stay
on task consistently
3. Staff should ensure that they are keeping a constant check on young people’s behaviour and
performance. Staff will need to ensure that they make contact with each pupil during the
lesson. Pupils will need to be aware and understand staff will be evaluating their work and
behaviour and holding them accountable for their own behaviour.
4. Staff will lead by example showing one another respect, and ensuring they are courteous,
promt,well organised, enthusiastic, self controlled and patient.
5. Staff should ensure that young people are aware of the cues of improving classroom
behaviour and ensure that they are displayed for the pupils to see.
6. Staff will ensure that they use the classroom environment to improve learning and
behaviour
7. Staff will ensure that management of behaviour is essential but ensure that any behaviour
management is used discreetly avoiding confrontation with challenging pupils whenever
possible
8. Staff should use when appropriate non hostile interventions that effectively communicate
assertive discipline.
9. Staff will at all times use the principle of positive reinforcement of good behaviour.
10. Good discipline should be age focused and should teach age appropriate behaviours
30
Appendix 9
Red Letter
Dear ….,We are introducing a graded behaviour system to ensure that all pupils have personalised
rewards, support and challenge to assist them in improving their behaviour and attitude to learning
at school.
Pupils who attend all lessons, engage in their learning and follow school expectations, such as
wearing uniform and being polite to all will be categorised as ‘green’. This will mean that they will
have weekly positive phone calls home, positive letters home and reward postcards. They will also
be invited to attend the best half termly reward.
Pupils who sometimes; miss lessons, disrupt the learning of others or do not meet school
expectations or once; bully other pupils, abuse staff or cause damage to school property will be
categorised as ‘amber’. This will mean that they will have a weekly phone call home to discuss their
behaviour and behaviour target for the following week.
Pupils who frequently; miss lessons, disrupt the learning of others or do not meet school
expectations, who sometimes; bully other pupils, abuse staff or cause damage to school property or
once; assault a member of staff or pupil or are involved with drugs in school will be categorised as
‘red’. This will mean that parents / carers will attend a weekly meeting with an allocated member of
SLT to agree and then review an individual behaviour plan (IBP). The IBP will outline support that the
school will offer to this pupil as well as up to three measurable targets for the pupil to achieve.
The categorisation of each pupil will be reviewed by staff every Friday afternoon based on the
behaviour and academic reports of that week. At this point pupils can remain in or change up or
down the categories based on their behaviour and learning for that week. Parents / carers will be
informed of their pupil’s category by phone call immediately after the meeting.
Having reviewed >>>>>’s behaviour over the last term we have judged him to be a ‘red’ pupil. This
means that >>>>>> has frequently missed lessons, disrupted the learning of others or did not meet
school expectations, or he sometimes bullied other pupils, abused staff or caused damage to school
property or he once assaulted a member of staff or pupil or were involved with drugs in school. You
should therefore expect to receive a phone call home from a member of SLT to set up a time for you
to attend a weekly meeting to write and review >>>>>>>’s individual behaviour plan to support him
in improving his behaviour at school and so move out of the ‘red’ category.
I have also included with this letter >>>>>>>>’s ‘Constancy Plan’. This is an overview of the whole
school expectations that we expect all members of the school community to follow and the
personalised support that >>>>>>>>> will receive at Mount Gilbert.
If you have any comments or questions on this new system please do not hesitate to contact me.
Yours sincerely,
31
Amber Letter
Dear ….,
We are introducing a graded behaviour system to ensure that all pupils have personalised rewards,
support and challenge to assist them in improving their behaviour and attitude to learning at school.
Pupils who attend all lessons, engage in their learning and follow school expectations, such as
wearing uniform and being polite to all will be categorised as ‘green’. This will mean that they will
have weekly positive phone calls home, positive letters home and reward postcards. They will also
be invited to attend the best half termly reward.
Pupils who sometimes; miss lessons, disrupt the learning of others or do not meet school
expectations or once; bully other pupils, abuse staff or cause damage to school property will be
categorised as ‘amber’. This will mean that they will have a weekly phone call home to discuss their
behaviour and behaviour target for the following week.
Pupils who frequently; miss lessons, disrupt the learning of others or do not meet school
expectations, who sometimes; bully other pupils, abuse staff or cause damage to school property or
once; assault a member of staff or pupil or are involved with drugs in school will be categorised as
‘red’. This will mean that parents / carers will attend a weekly meeting with an allocated member of
SLT to agree and then review an individual behaviour plan (IBP). The IBP will outline support that the
school will offer to this pupil as well as up to three measurable targets for the pupil to achieve.
The categorisation of each pupil will be reviewed by staff every Friday afternoon based on the
behaviour and academic reports of that week. At this point pupils can remain in or change up or
down the categories based on their behaviour and learning for that week. Parents / carers will be
informed of their pupil’s category by phone call immediately after the meeting.
Having reviewed >>>>>’s behaviour over the last term we have judged him to be an ‘amber’ pupil.
This means that >>>>>> has sometimes missed lessons, disrupted the learning of others or did not
meet school expectations. You should therefore expect to receive a weekly phone call home from
?????????????? the Behaviour Ambassador. ????????? will discuss the behaviour concerns and
>>>>>>>>>>>>’s behaviour target for this week to support him in moving towards ‘green’.
I have also included with this letter >>>>>>>>’s ‘Constancy Plan’. This is an overview of the whole
school expectations that we expect all members of the school community to follow and the
personalised support that >>>>>>>>> will receive at Mount Gilbert. If at any point >>>>>>> changes
to a red pupil then their ‘Constancy Plan’ will be reviewed.
If you have any comments or questions on this new system please do not hesitate to contact me.
Yours sincerely,
Green Letter
32
Dear
….,
We
Appendix 9
are
introd
ucing a graded behaviour system to ensure that all pupils have personalised rewards, support and
challenge to assist them in improving their behaviour and attitude to learning at school.
Pupils who attend all lessons, engage in their learning and follow school expectations, such as
wearing uniform and being polite to all will be categorised as ‘green’. This will mean that they will
have weekly positive phone calls home, positive letters home and reward postcards. They will also
be invited to attend the best half termly reward.
Pupils who sometimes; miss lessons, disrupt the learning of others or do not meet school
expectations or once; bully other pupils, abuse staff or cause damage to school property will be
categorised as ‘amber’. This will mean that they will have a weekly phone call home to discuss their
behaviour and behaviour target for the following week.
Pupils who frequently; miss lessons, disrupt the learning of others or do not meet school
expectations, who sometimes; bully other pupils, abuse staff or cause damage to school property or
once; assault a member of staff or pupil or are involved with drugs in school will be categorised as
‘red’. This will mean that parents / carers will attend a weekly meeting with an allocated member of
SLT to agree and then review an individual behaviour plan (IBP). The IBP will outline support that the
school will offer to this pupil as well as up to three measurable targets for the pupil to achieve.
The categorisation of each pupil will be reviewed by staff every Friday afternoon based on the
behaviour and academic reports of that week. At this point pupils can remain in or change up or
down the categories based on their behaviour and learning for that week. Parents / carers will be
informed of their pupil’s category by phone call immediately after the meeting.
I am pleased to inform you that having reviewed >>>>>’s behaviour over the last term we have
judged him to be a ‘green’ pupil. This means that >>>>>> has consistently followed school
expectations and been engaged in his learning. You should therefore expect to have many positive
phone calls home, letters and reward postcards. If >>>>>>> continues with this ‘green’ behaviour he
will be offered the highest level of reward at the end of the term.
I have also included with this letter >>>>>>>>’s ‘Constancy Plan’. This is an overview of the whole
school expectations that we expect all members of the school community to follow and the
personalised support that >>>>>>>>> will receive at Mount Gilbert. If at any point >>>>>>> changes
to an amber or red pupil then their ‘Constancy Plan’ will be reviewed.
If you have any comments or questions on this new system please do not hesitate to contact me.
Yours sincerely,
33
WHOLE SCHOOL EXPECTATIONS
Wear Uniform
No Jewellery
No Bullying
No Fighting
Attend all Lessons
Be Polite to All
No Smoking
No Drugs
No Mobile Phones Focus on your Work
34
Coats left in
Form