CHELTENHAM AND TEWKESBURY ALTERNATIVE

PROVISION SCHOOL

BEHAVIOUR POLICY

Date Updated: September 2020 Ratified: By Headteacher – September 2020

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AIM

The aim of this Behaviour Policy is to determine the boundaries of acceptable and unacceptable behaviour to fulfil the duty of care placed on us. The Policy will enable the school to maintain an environment conducive to learning, one which safeguards the rights of all pupils to be educated and will also outline the hierarchy of rewards and sanctions.

All staff have a whole school responsibility to deal with behaviours and can seek advice from SLT. Staff will follow the School Behaviour Policy and work with others as part of a cohesive team.

Our behaviour policy will support these aims by:

showing and encouraging respect and tolerance for each other and the school.

valuing the contribution of each person in the team.

working in partnership with parents/carers/management committee to achieve our aim.

We believe that:

the encouragement and reinforcement of positive behaviour is a matter of collective

responsibility.

every pupil and adult has the right to feel safe and unthreatened by verbal or physical

abuse or intimidation

pupils and adults should be fully aware of the impact of behaviours and wherever

possible, restorative practice is used to address this.

where pupil’s understanding is limited, we will work towards encouraging greater

understanding and awareness.

Ethos The ethos of Cheltenham and Tewksbury Alternative Provision School (CTAPS) is one where we promote an orderly, safe and stimulating learning environment, this is achieved by:

Setting clear expectations and firm boundaries agreed by staff. Pupils achieve behaviour points through being either a ‘Good’ or ‘Outstanding’ pupil. Guidance for pupils to achieve these are displayed in every classroom and in their pupil profile folders. We firmly believe that the most effective policy is one where all concerned with the pupil's welfare, work together.

Supporting the provision of an effective learning environment in which everyone feels safe, valued and able to learn.

Encouraging good behaviour and respect for others and prevent all forms of bullying.

Ensuring staff model the behaviour we expect of our pupils.

Developing and maintaining staff competence and expertise, which corresponds to the needs of the pupils.

Establishing positive handling plans including current information on the pupil’s risk assessment.

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Involving families, advocates and pupils to produce an individual, comprehensive plan of action and support when they pose a significant risk to themselves or others.

Recognising early stages of behavioural episodes and the deployment of diffusion techniques, to avoid escalation.

Endorsing the principles of effective risk assessment. Safeguarding Statement The named person with responsibility for safeguarding in our school is the Headteacher, who liaises with a named Governor. We will follow the procedures for safeguarding drawn up by the Local Authority(LA) and the Management Committee. If any person suspects that a child in the school may be the victim of abuse, they should not try to investigate, but should immediately inform the Headteacher about their concerns or log it onto “My Concern.” When investigating incidents or suspicions, the person responsible in the school for child protection works closely with social care, and with the Gloucestershire Safeguarding Children Executive (GSCE). We handle all such cases with sensitivity, and we attach paramount importance to the interests of the child. We require all adults who work in school to have their application vetted by the police, in order to check that there is no evidence of offences involving children or abuse. (DBS, Barred and Prohibition Checks). All the adults in our school share responsibility for keeping our children safe. We may, on occasion, report concerns which, on investigation, prove unfounded. It is better to be safe than sorry and we trust that parents and carers, while they will naturally be upset, will nevertheless accept that the school acted in the child's best interests. This policy will apply at all times when pupils are the responsibility of school staff and when they are out of school as the responsibility of others and are acting in such a way as to bring the school into disrepute (whether or not they are in school uniform) e.g. to and from school, on educational visits and work experience. Schools have a statutory power to regulate the behaviour of students when off school premises and not supervised by school staff. Staff and the school have the right to regulate pupil behaviour and to impose sanctions when pupils fail to observe the school Code of Conduct or other rules and regulations. The school seeks to work in partnership with parents/carers at all times and expects them to support the school in creating a calm, ordered environment where teachers can teach and pupils can learn. Roles and Responsibilities

1. The Management Committee will establish in consultation with the Headteacher, School Behaviour Lead, Key Stage Leads, staff and parents, the policy for the promotion of good behaviour and keep it under review. It will ensure that it is communicated to students and parents, is non-discriminatory and the expectations are clear. The Management Committee will support the school in maintaining high standards of behaviour.

2. The Headteacher, in collaboration with the School Behaviour Lead, is accountable for the implementation of the policy and will delegate the responsibility for its day to day management to SLT and others.

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3. Staff, including teachers, support staff and volunteers, will be responsible for ensuring that the policy and procedures are adhered to and are consistently and fairly applied. Mutual support amongst all staff in the implementation of the policy is essential. Staff have a key role in advising the Headteacher on the effectiveness of the policy and procedures. They also have the responsibility, with the support of the Headteacher and School Behaviour Lead, for creating a high quality learning environment that teaches and promotes good behaviour but also implement the agreed policy consistently. Staff have a statutory power to impose sanctions and rewards on behalf of the school.

4. The Management Committee, Headteacher, School Behaviour Lead, Key Stage Leads and staff will ensure there is no differential application of the policy and procedures on any grounds, particularly those relating to protected characteristics. They will also ensure that the concerns of the pupils are listened to and appropriately addressed. Parents will be informed of the statutory nature of this policy.

5. Parents and carers will take responsibility for the behaviour of their child both inside and outside of the school. They will be encouraged to work in partnership with the school to assist the school in maintaining high standards of behaviour and will have the opportunity to raise with the school any issues arising from the operation of the policy.

6. Pupils will be expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedure and expectations. Pupils also have a responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment whether it be racist or homophobic is reported.

1. Key principles

1.1 Working with parents and carers:

Parents and carers are encouraged to support good attendance and behaviour through the frequent communication and regular progress review meetings.

1.2 Encouraging high expectations and establishing an ethos of achievement:

Learning requires the right level of challenge and should generate a feeling of success and increased self-esteem. It requires sensitivity and flexibility to avoid presenting work that is both too easy and demeaning or too difficult thereby inducing failure.

1.3 Identifying underlying issues leading to negative behaviour:

Negative behaviour may be linked to a pupil's problems in understanding lessons, or due to trauma and therefore may require work on expressive and receptive language skills or additional literacy or numeracy support. At CTAPS, assessment for learning is recognised as a key tool in enabling staff to plan to meet the needs of all pupils effectively, minimising the frustration felt by pupils, when the work set is inappropriate. Social and emotional issues and circumstances also affect behaviour. In some cases, pupils not taking daily, prescribed and controlled medication can affect behaviour and this is taken in to consideration. They will be considered medically unfit and parents/carers will be phoned to discuss. If necessary, a contract will be put in place to ensure parents/carers agree to give relevant medication out of school hours and understand they will be contacted if this has not been adhered to. If other professionals are involved, they will also be informed.

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We follow the Early Help Graduated Pathway to assist with early identification and sharing of individual support strategies.

2. Our Approach

Positive behaviour can be promoted by using appropriate behaviour strategies. At CTAPS we have adopted the MAYBO approach to managing behaviour.

Listen: listening is important. Being listened to can have a positive effect on behaviour and motivation.

Stay calm: calming strategies often work. The teacher remaining seated and using a modulated low tone of voice may avoid the escalation of confrontation.

Give clear directions: check for understanding and pay attention to signals and body language.

Positive reinforcement: focus on those who are carrying out instructions.

Keep pupil on task: give consistent praise, which is specific and genuine. Use positive repetition.

Manage anger: keep it brief. Blame the behaviour not the pupil. Use 'I' statements. Re-establish the relationship as soon as possible. Avoid a defensive reaction when comments or insults are directed at you as a member of staff

Avert confrontation: ignore behaviour. Do not create an audience. Use a hierarchy of sanctions. Clarify the expected behaviour, for example, “When you are using the correct language, I will talk to you.” Or “I am choosing to ignore your (foul – Racist – homophobic) language until you are talking respectfully to everyone”

Positive behaviour needs acknowledgement. Reinforcement for good behaviour will be given in comments to parent/carer by telephone call or letter or by using the reward system in operation.

A reward star or positive postcard can be filled in, which will be displayed in the social area or sent home respectively and a record will be kept of these each term.

Top up cards are used to reward positive language and behaviour around school where the incentives will contribute towards overall points scored.

Use of Positive Handling Technique Staff are discouraged from touching pupils as this can be misinterpreted. However, we aim to provide a supportive environment and it may be appropriate from time to time to lightly touch a pupil’s upper body in order to guide or reassure. In accordance with the Education and Skills Act 2006 all staff may on occasion need to control or in extreme circumstances restrain a pupil in order to ensure that they do not: ● hurt themselves ● hurt somebody else ● damage property

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● prejudice the good order of the school In the event of this requiring anything other than a light touch to the arms, shoulder or back on the upper body an Incident Report Form will always be completed and parents informed. If a pupil requires physical intervention parents will always be informed and a full debrief of pupil and staff involved held. Physical intervention All members of staff have the legal authority to use reasonable force to prevent pupils from committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. At CTAPS reasonable force must only be used to: ● remove a disruptive pupil from the classroom when they have refused an instruction to do so and risk assessment indicates that the child may escalate. ● prevent a pupil behaving in a way that disrupts a school event, trip or visit in line with their risk assessment. ● prevent a pupil leaving the classroom, if leaving would put their own safety or others at risk, or lead to behaviour that disrupts the behaviour of others. ● prevent a pupil from attacking a member of staff or another pupil, or to stop a fight. ● restrain a pupil at risk of harming themselves through physical outbursts. ● reasonable force must never be used as a punishment. (For more information see DfE Guidance) https://www.gov.uk/government/consultations/restraint-and-restrictive-intervention-draft-guidance Training All staff members are provided with sufficient training in de-escalation strategies and dealing with behaviour as part of their new-starter induction. Identified staff members are trained in the approved methods of physical intervention, where appropriate MAYBO. No staff member will be involved in an intervention until they have completed their training. If a staff member feels they need more training in how to deal with severe behaviour, they may approach the SLT or their Line Manager to put forward a request. All staff complete the training, so they have an understanding of why pupils can behave in the way they do and why staff may have to intervene. The training is designed to provide the staff with de-escalation techniques so they are equipped with the ability to observe and act in a manner that reduces the risk of harm to pupils and staff. Screening and Searching The Drugs and Banned Items Policy makes it quite clear what items are prohibited within school. The staff reserve the right to screen all pupils for banned objects – this may involve asking pupils to turn out their bags or using a hand-held wand. Primary pupils will only be screened or searched if their individual risk assessment identifies this. Secondary pupils are asked to hand in all items

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they have brought to school including drinks, snacks and mobile phones. If there is suspicion the pupil is hiding contraband, then another member of staff is called for and the pupil is checked for items using a hand –held wand. It may occasionally be necessary to search a pupil with their consent. This will only be done when the school has reasonable grounds to believe a pupil may be carrying illegal, stolen or prohibited items. ● Searches will be carried out by senior members of staff. ● Searches will be carried out, out of sight of other pupils.

● Suspicion may be aroused: ➢ as a result of a positive screening; ➢ because a pupil is acting

suspiciously (e.g. attempting to hide something) ➢ as a result of a ‘tip off’ – by a parent/carer or

another pupil ➢ because of something said by the pupil.

● There will always be two members of staff present when a search takes place. One staff member conducts the search and the other there to observe. ● Pupils will NOT be frisked or asked to remove clothing other than outerwear, but they may be asked to remove their coats, turn out their pockets and bags and lift up their trouser legs to reveal their socks. ● Throughout the screening pupils will be talked to and reassured that there is no threat to them and that they have nothing to fear if they are not carrying anything. ● If pupils refuse to be searched or if they abscond the Police will be informed. If pupils become abusive or threatening the search will be stopped, the pupil isolated and the Police called. ● Parents/carers will always be informed if a pupil has been searched and the result of that search. ● All searches will be logged. Pupils will NOT be searched without their consent – if the school has reason to believe the pupil requires searching and he/she refuses consent the Police will be called and parents/carers informed. Confiscation and Disposal Staff have the power to confiscate any item which is illegal or banned from school. In most circumstances staff will confiscate items which are banned from school and return them to pupils at the end of the day. However, on occasions this will not be appropriate and in those cases the following principles will apply:

Illegal items (weapons or substances) will be safely disposed of and a record kept

Legal but banned consumable items - alcohol will be disposed of

Sweets, fizzy drinks or foodstuffs e.g. chewing gum will be named and returned to the student at the end of the day

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Items which have slipped the initial screen e.g. MP3 players, mobile phones, games consoles will be confiscated and returned at the end of the day. Parents will be contacted about the incident and what the school’s policy is in dealing with such situations (pupils to either hand such items in on arrival or encouraged to leave them at home)

Tobacco and vaping equipment are prohibited as CTAPS is a non smoking site. Pupils are made aware of this rule and reminded that if tobacco has to confiscated it is illegal to return and has to be disposed of

(For more information see DfE Guidance) https://www.gov.uk/government/publications/searching-screening-and-confiscation Behaviour Out of School Pupils are expected to uphold the reputation of the school whenever they are out of school; whether they are taking part in an official school trip/outing or wearing their uniform to and from school. Pupils may be subject to disciplinary sanctions if their behaviour brings the school into disrepute or has repercussions for the orderly running of the school. The school cannot be responsible for pupil behaviour when they are out of school but will endeavour to investigate any incident, which is reported to the school. The school will always cooperate with the Police in any investigation of incidents, which are thought to involve pupils from CTAPS. Allegations Any allegation of misconduct against a member of staff will be taken seriously and referred to the LADO and dealt with using the Local Authority procedure. Pastoral support will be offered to any individual against whom an allegation is made and the matter kept strictly confidential. If the allegation is against the Headteacher, the Chair of Management Committee will be responsible for referring the matter. In the event of an allegation proving unfounded or malicious the matter will be referred to the Management Committee’ Discipline Committee for action. Staff are advised to familiarise themselves with the Government Guidance on ‘Safer Working Practice’ in order to minimise the risk of allegations being made.

3. Incentives and Outcomes

3.1 Incentives

Incentives are based around ‘Good’ and ‘Outstanding’ learning. A tiered system is in place that recognises good or outstanding learning. If pupils achieve all of the criteria for good or outstanding learning then behaviour, uniform, attendance, engagement in lessons and punctuality are all addressed. Pupils earn points for all the criteria, which can be exchanged for vouchers at any point. When a voucher is going to be redeemed, the parent/carer is contacted and consent is given for the pupil to receive it. Behaviour scores are also reported to parents in reports in term 2, 4 and 6. 3.2 Outcomes of behaviour

Staff log negative behaviour events in SIMS, My Concern and Chronology so that a member of SLT or the tutor will address. Time is made at the end of the day for any unresolved negative events where consultation between staff and SLT occurs. Anything that is deemed to be serious in nature is then discussed with the Headteacher, should further action need to be necessary. Internal isolation and restorative justice are examples of strategies that are used to address behavioural issues.

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4. Exclusions Wherever possible, the school will try to avoid a permanent exclusion. In the first instance, it is the policy of the school to make appropriate alternative provision for those pupils whose behaviour would have warranted permanent exclusion should they have been in mainstream school. The Outreach Team will also be utilised to educate pupils off-site, particularly if the pupil is showing high levels of anxiety. This will be subject to a satisfactory risk assessment being carried out. However, in the case of serious incident, persistent breaches of school behaviour policy or an alternative placement breaking down we may consider a permanent exclusion. Permanent exclusion: Although it is likely to be on very rare occasions, the school reserves the right to permanently exclude students should they seriously or persistently breach the schools discipline policy.

A decision to exclude a pupil permanently should only be taken: In response to a serious breach, or persistent breaches, of the school's behaviour policy; and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school. Fixed period Exclusion: It is recognised that fixed period exclusion is an important strategy for managing some situations, particularly and importantly, where staff or pupils are at risk. The decision to exclude will be made by the Head teacher. The list below is not an exhaustive list and other serious incidents will be dealt with, as appropriate.

Serious behaviours may include:

Bringing offensive weapons into the school.

Racism or sexual harassment.

Bullying.

Endangering the safety of self or others

Physical aggression.

Use of or possession of dangerous or illegal substances.

Serious damage to property.

Offensive language directed at a member of staff or visitors to the school site.

Persistent refusal to follow staff instructions.

Students must be clear that behaving in these ways could lead to a fixed term exclusion from school.

If a student has to be excluded during the school day, parents/carers will either be asked to collect them from school or give permission for the pupils to make their own way home. (KS3 and 4 only). If a pupil comes to school by taxi the school will arrange for them to be taken home. Parents/carers will be requested to phone the school when they have returned home.

The school believes that a range of other strategies should be deployed, in the first instance, to support young people to learn and develop strategies for personal behaviour management e.g. Internal isolation, restorative practice etc.

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Special consideration of the use of exclusion will be given to students on child protection plans or who are in care. At no point will the school exclude a young person, potentially leaving them in a vulnerable position. If a pupil is on a plan or in care, the school will contact the Social Worker in the first instance and this will be recorded in reference to The Gloucestershire County Council Policy. For exclusions of less than sixteen days, parents have the right to make representations to the Management Committee. The Chair of the Management Committee will consider these representations.

Where the exclusion is for sixteen days or more, a sub group of the Management Committee will meet to consider the exclusion. At the review meeting, parents have the right to make representations. This also applies when cumulative exclusions in the same term are sixteen days or more. . Parents have the right to see a copy of their child's record. The school will supply a copy of the record following a written request by the parent. The Headteacher will send exclusion letters to parents/carers with copies to the Information Officer at Shire Hall and to the Chair of Governors. A copy will be kept in the pupil file. Internal Exclusion

The school will avoid fixed term exclusion from school whenever possible and use internal exclusion as an alternative. When in internal exclusion, the student will be expected to work in isolation on work set by their teacher. Internal exclusion will be used for the serious breaches of the behaviour policy and may include, but is not exhaustive: ● Smoking on site ● Poor behaviour in transport to or from school ● Refusal to hand in mobile phone ● Persistent rudeness and refusal to follow instructions ● Bullying ● Inappropriate physical contact with staff or students ● Vandalism ● Leaving the site without permission ● Disrupting the learning of others Parents and carers

We aim to work in partnership with parents and carers at all times. Parents/carers are expected to support the school in upholding the school rules and creating an orderly climate for learning. They have the right to be informed promptly of any emerging difficulties their child presents. They have particular responsibilities in ensuring regular and punctual attendance at school and in ensuring their child remain home during any fixed period exclusion. Parents/carers are expected to attend a reintegration meeting following any period of fixed term exclusion.

Parents/carers who fail to support their child appropriately may be asked to sign a parenting contract. In extreme cases the school may apply to the magistrates Court for a parenting order.

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Pupils Requiring Additional Support We recognise that some pupils are vulnerable and may require additional support in order to conform to the expectations of behaviour of the school. We will always seek to take into account the individual pupils needs, including those of vulnerable pupils, Those with SEN, disability and/or different race, religion or culture. We will ensure that we will:

Not discriminate against particular racial groups in the application of our behaviour policy

Ensure staff members are well informed about cultural differences in behaviour and their implications.

Support newly arrived pupils in understanding and following the behaviour policy.

Make reasonable adjustments in the application of our behaviour policy to pupils with a disability.

Make special educational provision for pupils whose behaviour related learning difficulties require it.

Identify pupils at risk in advance and proactively plan how the disciplinary framework should be applied for each of those identified pupils.

Make sure that every identified vulnerable has a key person in school who knows them well, has good links with the home and can act as a pupil reference point for staff when they are unsure how to apply the behaviour policy.

Pupils who require additional support may be:

Offered support from an identified staff member with individual targets which can be regularly monitored. These may be recorded on chronology to help support the process.

Referred to the schools SENCO for an assessment of their needs.

Referred to a multiagency assessment.

Referred to alternative education provision, for example, The Rock. The school will regularly review all pupils who are referred for alternative provision/support in order to ensure that their needs are being met. When inadequate progress is being made, the school will consider what else may be available both from within the school and from a range of outside agencies and alternative providers. Data The school collects a range of behaviour data and information:

Weekly scores of 3’s and 4’s

Exclusions – these are shared with the Management Committee and analysed against the previous year.

Attendance to see the impact on behaviour

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Behaviour in and during a lessons and at social periods - lunch and breaktime

Adverse Childhood Experiences (ACEs) Data is analysed at individual pupil level by SLT, staff and support staff and is used to create a pathway for the student to succeed at CTAPS in regards to social moral and cultural well-being but also academically for the future. The information is there to inform referrals to school based intervention, individual My Plans, IEP’s and EHCPS and to set individual targets for pupils. Review and Evaluation This policy is subject to regular review and evaluation by:

The Management Committees will receive termly data reports, which will enable them to challenge and hold the school to account. Management Committee members will also report on behaviour as part of their monitoring visits to the school;

Behaviour Lead, Headteacher and SLT – will analyse behaviour data at both individual and whole school level and take any necessary action;

Staff, parents/carers and pupils will be encouraged to comment on the behaviour policy and its associated procedures as part of their regular feedback.

5. Monitoring and Recording Behaviour

Pupil behaviour is discussed and scored for each teaching session. These scores are recorded on the Weekly Record Sheet, which provide the basis for future target setting. Scores are also analysed termly and added to the ‘cash in’ scheme weekly, where pupils can check on the amount they have accrued and discuss rewards (vouchers) with key stage leads/tutors.

Behaviour scores are discussed with the pupil every week in tutor time and this gives the opportunity for “pupil voice” to discuss how things could be managed differently or raise any issues that may be affecting their behaviour.

6. Police Contact

Informal police contact: As part of promoting positive behaviour, the school works in tandem with other agencies such as the police to jointly support and educate our young people about the impact of their behaviour on society. The Police Constable Schools Officer (PCSO) will visit the school and will also liaise with the school if there are any issues outside school. The School Beat Officer (SBO) works with the Personal Social Health Care Education (PSHCE) Lead to deliver bespoke lessons to each year group. Formal police contact: If police arrive at school to formally interview and possibly arrest a pupil, the following procedure should be followed: Police have a right to interview a pupil and school staff cannot refuse to allow the interview to take place.

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A member of staff must be present at the interview.

Notes of the interview should be made by the member of staff and kept in the pupil file.

Parents/carers should be contacted after the interview and informed that it has taken place, unless there are safeguarding issues. In this case the police will advise regarding parental contact.

Staff should not accompany pupils to the police station if they are asked to do so. The police will contact Social Care who will provide a responsible adult to be present at interviews off site. Contacting the police If a student is behaving in a manner, which is threatening the safety of students or staff the Headteacher or Key Stage Lead will decide whether to call the police and request their attendance at the school. The parents / carers will be contacted immediately – if there is no parent/carer available at the time, the Key Stage Lead or allocated staff member will contact them as soon as possible.

7. Bullying

Whilst we recognise that bullying may occur from time to time in any school, we will ensure it is addressed. Staff report and log any incidents of bullying and these are addressed by the tutor or Key Stage Lead.

8. Racial/homophobic Incidents

All racial/homophobic incidents, including racial comments or abuse, will be reported immediately to the Headteacher or Key Stage Lead.

Such incidents will be regarded as extremely serious and recorded in the school log that is required by Gloucester County Council. The parents/carers of the perpetrator of any racial incident will be informed immediately, by telephone if possible. The parents/carers of the victim will also be contacted, to explain what has happened and how it has been dealt with. School follows the County Council guidelines and procedures for dealing with and reporting racist incidents in schools. Pupils must understand that any form of racism will not be tolerated in our school.

https://www.citizensadvice.org.uk/law-and-courts/discrimination/hate-crime/how-to-report-a-hate-incident-or-hate-crime/

Also additional document for further information from Gloucestershire Hate Crime & Incidents Co-ordinated Response Unit.

9. Students under the influence of Drugs/alcohol Any student who, in the opinion of a member of staff, is under the influence of alcohol or drugs will need to return home as soon as possible. Parents/carers will be contacted immediately and asked to collect them from school. If this is not possible, the pupil will be monitored until 2 staff members can take the pupil home.

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STRATEGIES FOR PROMOTING POSITIVE BEHAVIOUR (BEHAVIOUR FOR LEARNING) At the heart of encouraging positive behaviour, is ensuring that the behaviour policy is known and understood by all and consistently implemented. Positive professional relationships with pupils, parents and other staff are emphasised within the Teachers’ Standards 2012. The Code of Conduct should be prominently displayed and regularly referred to. All staff are expected to adhere to the rewards and sanctions hierarchies. Pupils will perceive inconsistency as unfairness and will be to try to ‘get away’ with poor behaviour unless they are certain that they will get caught and that misbehaviour will be followed through. Certainty is more effective than severity. All staff are expected to model the behaviour we expect to see in our pupils and in particular to address pupils courteously and with respect and avoid escalating situations by shouting and failing to listen. Staff are aware that the planning and delivery of effective teaching has a positive impact on pupil behaviours to help them succeed academically and socially. START OF LESSON Teacher to be there before pupils and lessons set up ready Teacher stands at door of classroom to ‘meet and greet’ Ensure pupils understand every lesson is a ‘fresh start’ Starter activity to be available immediately and accessible to all Ensure start of lesson routine is understood and kept to. DURING LESSON High expectations of work and behaviour Good and outstanding teaching encourages good behaviour – pay attention to planning, pace, interest and variety, differentiation, visual cues Make learning EXCITING Stimulating environment with motivating displays of pupil work – pay attention to layout of room ensuring easy access/exit routes for latecomers/miscreants, that all can see IWB etc Ensure Code of Conduct, rewards and consequences are visible to all – use the rules as a buffer – depersonalise Praise consistently – ‘Catch them being good’ Use reward system Know your pupils well and understand their needs SEN etc). Ensure you use strategies recommended in My Plans, My Plan assessments and EHCP’s, where appropriate Make opportunities to build positive relationships in unstructured time Watch language, tone, posture, body language etc. Remain calm and cool at all times Plan the use of any additional adults to support students who need extra help to meet the lesson objectives Use of AfL encourages motivation and engagement Criticise the behaviour – not the pupil Follow up – if something goes wrong in your lesson even if SLT become involved, make yourself responsible Reflect - Don’t be afraid to admit you got it wrong, seek advice and change your practice the next time. Use your “critical friend”, Line Manager or colleague to discuss it.

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END OF LESSON Allow time for plenary and reflection on whether learning objectives have been achieved – if not why not? Orderly dismissal OUT OF CLASS Noticing – ensure response is appropriate to time/place – follow up what you have noticed Duties – on time, in the correct place Take opportunities to build relationships with students E.g. during breakfast club, lunchtimes. Intervene whenever incidents occur – follow correct procedures. Corridors kept clean and tidy with motivating/informative displays

Other sanctions In order to prevent incidents escalating so that the above sanctions are needed staff will at all times give the pupils options to behave appropriately with direction of how to do so. All staff are trained in using corrective language and this will be used to provide options for pupils in a calm and measured manner. These will include:

Verbal warning and discussion of preferred behaviour

Offer of a time out

Redirection back onto the task

Warning of potential sanction

Restorative approaches will be considered Opportunity to discuss problems with another member of staff

REVIEW

The Headteacher will review this policy, as required.

Please refer to the related Policies: Drugs and Banned Items Policy Anti-Bullying Equal Opportunities Attendance Code of Conduct Safeguarding Policy

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APPENDIX

Behaviour Policy 2020 – Covid – 19 At CTAPS we aim to maintain a secure, caring and stimulating environment in which children are encouraged to have respect for themselves and each other. Whilst expectations in our Behaviour Policy remain pertinent, it is necessary, and in light of the Covid-19 pandemic, to make some adjustments for the safety of all pupils and staff. The adjustments to our behaviour policy are set out below: Arrivals, departures and moving round the school Pupils will enter school through their designated entrance. Children will enter individually and will go straight to their designated classroom, keeping a social distance, where possible from any other individual. Primary children must be escorted to school and parents remain at the gate until the pupil is let in. No household member is allowed on-site, unless an exception has been made and agreed prior to arrival with either a member of SLT or Headteacher. At their designated home time, pupils will leave the building from their designated exit. They will leave one at a time. In primary, children will be collected from the front gate by parents. They cannot leave the school premises until a parent is there to collect them. Movement around the school will be limited. Toilets will be locked and one pupil at a time can use them. A “one-way system” will be in place in the social area. All staff and pupils will walk in an anti-clockwise direction (marked out by tape) in order to keep social distancing. Home-school agreement An updated Home-School Agreement, including Covid 19 measures has been issued to and signed by all parents / carers. Handwashing and hygiene Pupils will be expected to follow all handwashing and hygiene routines whilst in school. Children will wash hands before entering the buildings, before and after eating and at regular intervals during the day. We ask pupils to follow the “catch it, bin it, kill it” mantra when in school. If they need to cough or sneeze, they should use a tissue or crook of their arm. Pupils will be reminded not to touch their face, mouth, nose or eyes while at school. Should a pupil refuse to follow these routine sanctions, procedures will be used (see below.) Social distancing Pupils will be expected to socially distance from their peers and adults in school and whilst on the school premises, as much as possible. Tables in classrooms have been separated to allow as much distance as possible during lessons. When pupils enter the classroom, they will be expected to go straight to their assigned table. Pupils will be encouraged to remain in their seats, but if they have to move around, staff will guide them to ensure social distancing is maintained as much as possible. Toilets Toilets will be kept locked. If a pupil requires the toilet, a staff member will unlock the toilet. If they are unable to leave the room, they will radio for another staff member to unlock it. When a pupil

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has finished in the toilet, they must wash their hands. The toilets are checked by that member of staff and then relocked for the next pupil. Break and lunchtimes Pupils will have a designated area to go to during break and lunchtimes. Primary and secondary pupils will be kept separate at ALL times. Pupils will follow the one-way system in the social area to collect their food and then be direct by staff to either eat outside, wherever possible or in the social area/classroom. Dealing with behaviours If a pupil’s behaviour is deemed high risk, for example, refusing to adhere to safety measures, such as, handwashing, social distancing, remaining in the room or deliberate behaviours that put themselves or others at risk, such as spitting or deliberately coughing at people:

The SLT staff member on duty will contact the Headteacher if not in the building

Headteacher will decide whether this is deemed as a fixed term exclusion

Parents/carers will be informed immediately

If a pupil is open to social services, the social worker will also be informed

If it is a fixed term exclusion, parents/carers will be expected to collect their child

Staff members will write up the incident and SLT will collate and complete the exclusion paperwork

Consultation and individual risk assessment will be held as to whether the pupil can come back into school or will need to be educated off-site.

Positive Handling If a pupil’s behaviour is putting themselves or others at risk, a physical intervention maybe required. At CTAPS, we use MAYBO. In the case of the pupil being at risk to themselves or others, the parent/carer will be contacted and asked to collect them immediately. Consultation and individual risk assessment will be held, as to whether the pupil can come back into school or will need to be educated off-site. De-escalation techniques will be used to reduce behaviours. However, if a physical intervention has to take place, the two staff members will be provided with a plastic face mask. After the incident, staff will be sent home to shower as soon as is possible.