BEHAVIOUR POLICY
Policy written
April 2015
Staff Responsible:
M. Culverhouse (Assistant Headteacher)
Initial discussion with Governors
April 2015
Approval of policy by Governors
April 2015
Review Date:
April 2017
COPPICE SUPPORTS POSITIVE BEHAVIOUR
POLICY AND TOOL- KIT FOR POSITIVE AND CONSISTENT BEHAVIOUR MANAGEMENT
PRINCIPLES OF THE POLICY:
To enable effective teaching and learning to take place, desired behaviour in all aspects of school life is
necessary. We seek to create an inclusive caring, learning environment in the school by:
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promoting desired behaviour and discipline;
promoting self-esteem, self-discipline, proper regard for authority and positive relationships
based on mutual respect;
ensuring equality and fairness of treatment for all;
encouraging consistency of response to both positive and negative behaviour;
providing a safe environment; free from disruption, violence, bullying and any form of
harassment;
promoting a culture of praise and encouragement in which all students can achieve.
Applying assertive discipline techniques and focusing on the positive aspects of behaviour whenever
possible.
The vast majority of our students are respectful, co-operative and conduct themselves in a positive manner.
Students, from time to time, may not meet the expectations of an individual teacher, or the school. Sanctions
must be applied consistently, and fairly, by all staff whilst considering any contributing individual circumstances.
ROLES AND RESPONSIBILITIES:
All Staff, including teachers, support staff and volunteers, will be responsible for ensuring that the policy and
procedures are followed, and consistently and fairly applied.
Mutual support amongst all staff in the implementation of the policy is essential. They also have responsibility,
with the support of the Headteacher, for creating a high quality learning environment, teaching positive
behaviour for learning and implementing the agreed policy and procedures consistently.
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Students are expected to take responsibility for their own behaviour and will be made fully aware of the school
policy, procedure and expectations via assemblies, notices in every classroom and during Academic Tutorial.
Students will also be encouraged to take responsibility for their learning and social environment making it both
safe and enjoyable by reporting all undesirable behaviour.
SANCTIONS:
Sanctions are needed to respond to undesirable behaviour. However, prior to any sanction being issued
positive behaviour management strategies (see Behaviour for Learning Toolkit) will have been actioned.
INTER-RELATIONSHIP WITH OTHER SCHOOL POLICIES:
In order for the behaviour policy to be effective, a clear relationship with other school policies, particularly equal
opportunities, special educational needs and anti-bullying, will be established.
INVOLVEMENT OF OUTSIDE AGENCIES:
The school works positively with external agencies. It seeks appropriate support from them to ensure that the
needs of all students are met by utilising the range of external support available.
CLASSROOM EXPECTATIONS THAT SUPPORT POSITIVE BEHAVIOUR:
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Ensure that your classroom is prepared by having the starter ready. If this is what the students expect
on arrival, the lesson should start smoothly.
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Students arriving at different times will enter into a calm, inviting, working environment.
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As students arrive greet them by name, taking every opportunity to recognise where an individual may
need extra support.
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When the class is quiet and settled, take the formal register
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Start the main body of your lesson by recapping on the previous lesson and then clearly explain the
objectives, activities and outcomes that are expected of this lesson.
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Ensure that all students are catered for through differentiated tasks and that they understand these
tasks clearly. Where students are successfully engaged, off task behavioural difficulties and
inconsistencies should be dramatically reduced.
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Encouragement, praise and empowering the student should be used whenever possible using the
whole school rewards system (VIVO’s).
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Find reasons to rewards students for positive behaviour displayed. Rewards are more successful in
managing behaviour than sanctions.
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Assess and reward where appropriate making sure that all targets set are encouraging – avoid the
words “but” and “however” in summative comments. Use positive language always pointing out what
they should be doing (not what they shouldn’t).
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When setting homework/extended learning, support all students by making sure that they record it
clearly in their planners and that they understand the task.
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Once students are packed away, finish your lesson with a positive comment.
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Dismiss your students in the same manner as you greeted them and encourage them to move on
swiftly and quietly.
GUIDELINES FOR REWARDS FOR BEHAVIOUR
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Students can be rewarded for positive behaviours and actions within school via the VIVO
rewards system. Students can be rewarded under the following categories.
Determination – Think big, be positive, lead others
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Creative thinking
Be a positive role model
Use your initiative
Leadership and volunteering
Respect and Friendship – Respect yourself, each other and your school
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Respect the school environment
Respect others
Teach others to improve
Effective communication
Equality – work together to achieve
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Teamwork
Be fair and considerate
Reach agreements with others
Help others
See things from different perspectives
Achieving Excellence – Perform to the best of your ability
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Assessment on or above target
Excellent work
Independent learning
Use feedback to improve
Motivation and courage – Never give up, go the extra mile
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Exceptional effort
Perseverance and commitment
Overcome difficulties
Ask questions
Attend extra-curricular activities
Each of the above will be worth the same amount of VIVOs apart from the group that have been
highlighted as the focus for the half term which will be worth double points.
The total VIVOs achieved will be used in conjunction with the Behaviour points (negative) from
SIMS for inter house competitions as well as to identify the students/tutor group/year group/house
making the best progress.
WHEN BEHAVIOUR DOES NOT MEET THE RULES/EXPECTATIONS
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SANCTIONS:
Sanctions are needed to
respond
to
undesirable
behaviour. However, prior to
any sanction being issued
positive
behaviour
management strategies (see
tool kit) will have been
actioned.
On occasions students’
behaviour will not meet the
rules or expectations. At this
point the three strikes system
should be used. Showing the
student they are getting
closer to a sanction can often
defuse the situation and
result in them modifying their
behaviour. The flow chart
shows how to implement the
three strikes approach i.e.
after three strikes the student
will receive a B1 sanction
(above to be displayed in every classroom)
Behaviour Management System
Stage
Who will be
Teacher should
Strategies
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Sanction
B1 & B2
involved?
Subject
teacher /
Cover
Supervisor
challenge and action
 Talking out of turn
 Uniform issues (if no
uniform pass)
 Only minimum effort
made
 Forgetting equipment,
planner, homework
etc.*
 Wasting time
 Interruptions
 Making fun of others
 Arriving late
 Eating in class
 Throwing paper
 Mobile phone use /
MP3 use
 Play fighting
 Graffiti
 Misuse of equipment
*can be moved up levels
on a cumulative basis
B3
B4
Subject
Leader / CAL /
any additional
TLR holder
from the
department /
Academic
Tutor
Assistant HoH
/ Head of
House /
Behaviour
Manager /
Academic
Tutor
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Vandalism
Rudeness to class
teacher
 Refusal to follow
teacher’s instructions
 Refusal to leave
lesson
 Stealing other
students’ / teacher’s
possessions
 Persistently
preventing teaching
from occurring*
 Persistently
preventing others from
learning*
*Can be moved up levels
on a cumulative basis
 Disruption from
outside of classroom
 refusal to leave
classroom
 Offensive language to
staff
 Discriminatory
language
 Bullying
 Refusal to co-operate
with SL / CAL
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Praise those who are
doing what you want
(emphasis on good
behaviour, not poor
behaviour)
 Use of assertive
discipline & positive
behaviour
management
techniques (see
Behaviour
Management toolkit)
 Choice, consequence
of action
 Remind student of
school rules
 separating / moving
students within the
room
 Extra work set
 Detention (B1, B2,)
 Coaching student
into appropriate
behaviour choices
 Isolation from lesson
with colleague
 Contact with parents
 Subject report
 Liaising with
Academic Tutor
 Referrals to Subject
Leader / CAL
 Liaise with SENCo
 Detentions
 Investigation of
problem
 Observation of
lessons in a
supportive manner
 Liaise with parents /
carers
 subject reports
 Change groups*
 Isolation from lesson
within subject area
 isolation from lesson
with HoH / MLT
support
 Use of SIMs data
*Following consultation
with DHT
 Isolation with AHoH,
HoH
 Investigation of
problem
 Observation of
lessons
 House report
 Liaison with parents /
carers
 Change groups*
 Isolation from a
B1: 10-20
minute detention
with subject
teacher
Should student
fail to attend
parents
contacted and
detention issued
again with extra
10 minutes
added
B2: 30 minute
detention with
subject teacher
Should student
fail to attend
parents
contacted and
detention issued
again with extra
10 minutes
added
B3: 60 minute
whole school
detention. To
take place in
lecture theatre
on a Friday
3.20pm-4.20pm.
Supervised by
MLT/HOH and a
BLM.
B4 - Isolation
with HOH/AHOH
for a period of 6
lessons. To
include break
and lunch time.
i.e. if a student is
removed from a
lesson during
Period 5 – they
will remain in
isolation until the
B5
MLT
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Damage
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refusal to cooperate
with HoH
Fighting
Foul and abusive
language to a member
of staff
Verbal
abuse/threatening
behaviour against
pupil or adult
Theft
Racist abuse
Bullying
Damage
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B6
MCU- JF
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Physical assault
against pupil
Physical assault
against an adult
drug and alcohol
related incidents
An offensive weapon
An object used
offensively
Sexual misconduct
Bullying
Damage
lesson for a fixed
period of time
 Pastoral Support
Plan
 Referral to targeted
intervention within
school
 Referral to outside
agencies
 Pastoral Support
Plan
 CAF
*Following consultation
with DHT
 Internal exclusion
 Fixed tem exclusion
 referral to outside
agencies
 Senior Monitoring
Report
 Meeting with parents
 Referral to targeted
intervention within
school
 Parental meetings
 Common
Assessment
Framework (CAF)
 Child In Need (CIN)
 Re-integration
programme
 Achievement Centre
referral
 Educational
Psychologist (EP)
 Fixed tem exclusion
 Referral to outside
agencies
 Senior Monitoring
Report
 Meeting with parents
 Referral to targeted
intervention within
school
 Parental meetings
 CAF
 CIN
 Re-integration
programme
 Achievement Centre
referral
 Pre-permanent
exclusion meeting
 Alternative provision
 EP
end of lunch the
following day
B5 - Internal
exclusion in P2
for a number of
days – to include
break and lunch
time
B5 - Fixed Term
exclusion for a
number of days
– to be agreed
by JF
B6 – Fixed term
exclusion for a
number of days
– to be agreed
by JF
B6 – Permanent
Exclusion
B3 WHOLE SCHOOL DETENTION
IF A STUDENT DISPLAYS BEHAVIOUR THAT WARRANTS A B3 SANCTION THEY WILL BE PLACED IN THE
WHOLE SCHOOL B3 DETENTION THAT WILL TAKE PLACE ON A FRIDAY 3.20PM – 4.20PM. PARENTS WILL BE
INFORMED BY THE BLM.
THE MEMBER OF STAFF PLACING THE STUDENT IN THE DETENTION MUST PROVIDE WORK TO BE COMPLETED
DURING THE DETENTION THAT WILL BE SUPERVISED BY A MEMBER OF MLT OR A HOH. EACH WEEK AT
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LEAST ONE BLM WILL BE IN ATTENDANCE. FAILURE TO BEHAVE IN THE DETENTION WILL RESULT IN
FURTHER LOSS OF TIME DURING THE FOLLOWING WEEK AND THE DETENTION BEING RE-ISSUED.
THE USE OF INTERNAL EXCLUSION (P2): 
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8:50am – 3:10pm
Break and Lunch are supervised in isolation in P2 . (food collected/eaten in P2 )
Work is collected/set to be completed.
Work is individual and in silence.
No Contact with other students
Parents and student informed of “severity” of sanction.
Supervision is shared between allocated members of staff (timetabled), MLT, HOH and BLM’s.
THE USE OF EXTERNAL EXCLUSIONS: - THIS IS USED AS A FINAL SANCTION OR SANCTION FOR A SERIOUS ACT.
External Fixed Term (FT) exclusions will be used as a final sanction for behaviours at B5/B6 level or for
persistent disruptive behaviour.
After any Fixed Term exclusion students will not be allowed to attend normal lessons until they have attended a
re-admission meeting. Re-admission meetings will be arranged (whenever possible) on the morning of the day
the student should be returning to school. Parents/carers, the student, HOH, BLM and Assistant Headteacher
(inclusion) will be invited to the meeting.
During the meeting the reasons for the Fixed Term Exclusions will be discussed along with any appropriate
support/intervention. Students and parents/carers will also be requested to sign a behaviour contract with
reference to the Students future conduct. (see appendix 3)
THE RECORDING OF BEHAVIOUR INCIDENTS
All incidents of unacceptable behaviour must be recorded in SIMS. Teachers should enter behaviours
experienced during the classroom as soon as possible but at the latest at the end of the day. Incidents that
occur outside of the classroom should be recorded by either the member of teaching staff or the appropriate
BLM.
THE ANALYSIS OF BEHAVIOUR AND REWARDS
Each week totals will be produced for both behaviour and rewards. The totals will be combined to give overall
scores for each tutor group and house. These will be shared with all staff during the weekly Monday morning
House team briefing.
This data will be used to identify students performing well in regards to rewards but also to highlight any
students causing concern. It will also allow behaviour hotspots to be identified so targeted support/intervention
can be provided.
APPENDICES are available on request.
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