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Buckler’s Mead Academy

Policy Document BEHAVIOUR AND REWARDS POLICY AND PROCEDURES

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Policy Title: Behaviour and Rewards Policy & Procedure

Responsible Person: Assistant Head – Craig Fletcher

Document Reference: SPOL/BSA0517/002

Date Produced/Reviewed: February 2020

Recommended by (Advisory Group / Committee / SLT):

Pastoral & Safeguarding

Date Adopted: January 2020

Date published on website (if applicable): March 2020

Signed By: ……………………………………. Chair of Directors

Review Frequency: Annually

Review Term: Spring 2021

Please note: The version of this document contained within the ‘Policy Documents’ Folder on BMStaff (T:\Admin\Policies and Procedures) is the only version that is maintained.

Subject to approval by Full Board of Directors

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Buckler’s Mead Academy – Behaviour and Rewards Policy and Procedures

Rationale

We aim to create a positive learning environment and culture within the academy. In order to

do this we overtly teach the behaviour we expect from students in lessons and around the

academy. Good behaviour is more than the absence of bad behaviour; good behaviour is

where students take responsibility for their own learning through being Ready, Respectful

and Responsible. In order to promote a positive culture we recognise and reward good

learning habits.

Our goal is that every student is as successful as they can be. To that end, it is vital that

students recognise that every second of learning counts, and that time is utilised well so

that lessons are effective.

Our lessons and the site in general should be a calm and pleasant environment in which to

learn and work.

Development of our behaviour policy has taken account of research cited in The OfSTED

Inspection Framework (Overview of Research) 2019 and Education Endowment Fund

research as well as practice and policies of several other successful schools.

Values

Our core purpose is to create a positive learning environment in which all students are able to

be as successful as they can. In pursuit of this, our values are:

We have high expectations of all

We take all reasonable steps to create a positive learning environment

We recognise and reward effort

We believe every second of learning counts

We expect students to take responsibility for their own learning

We expect students to accept responsibility for their own actions and choices

We encourage students to be resilient and to overcome challenges

We expect students to act on and learn from feedback

All staff are responsible for securing good behaviour

Golden Rules (see appendix 1 – Golden Rules, Classroom Display)

The Golden Rules are known by all members of our school community. We proactively teach

these golden rules in assembly, tutor periods and lessons at the start of every term. The golden

rules are:

Ready to learn - with the correct equipment, uniform and attitude

Respectful - treat others with dignity and courtesy, look after the school site and

equipment

Responsibly - accepting the consequences of our own choices and actions

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Rewards

In an effort to create a positive learning environment, we strive to recognise and praise good

learning behaviours. Positive and negative behaviours are awarded and recorded using

Classcharts; we aim to award positive and negative points on a 5:1 ratio or better.

Celebration Assemblies are held at the end of each academic term and are one of the main

ways in which we formally recognise and celebrate success. However, it is recognised that

individual teachers and departments will celebrate success on a day to day basis.

Positive behaviour points are recognised in the following ways:

25 points – tutor notified and writes good news postcard

50 points – Year Coordinator notified and writes good news postcard

100 points- Year Coordinator notified, Head teacher’s Bronze award certificate and badge

awarded in Celebration Assembly

200 points- Year Coordinator notified, Head teacher’s Silver award certificate and badge

awarded in Celebration Assembly

300 points- Year Coordinator notified, Head teacher’s Gold award certificate and badge

awarded in Celebration Assembly.

In addition, the following are recognised and rewarded in assemblies:

100% attenders – rewarded on the basis of a draw

Tutor “Star of The Term”

Year Coordinator “Star of The Term”

Students gaining positions of responsibility (prefect, house captain, sports captain, etc.) are

also recognised in assemblies and awarded badges.

Celebration assemblies are also where other achievements both inside and outside of school

are recognised and rewarded.

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Next level behaviour Appropriate behaviour Inappropriate behaviour Extreme Inappropriate behaviour

Potential Sanctions

Ready,

Respectf

ul, R

esponsib

le,

Organising charity events Volunteering time to the academy Helping others Leadership Attending clubs Student ambassador Running a club Consistent maturity and courtesy

Being respectful Being punctual Correct equipment Being courteous Working hard and doing our best Meeting deadlines Making the right choices Settling to work quickly Valuing and appreciating others Keeping hands, feet and objects to yourself Wearing school uniform correctly

RE

AD

Y

Taking too long to get out equipment and write in the title etc Not putting equipment down when asked to do so Asking irrelevant questions to derail the lesson Incorrect uniform Lack of equipment Being late to lessons

Verbal abuse staff and students Swearing Bullying Dangerous behaviour Truancy Failure to attend detentions Refusal to attend IEC/Parking

IEC

RE

SP

EC

TF

UL

Negative body language towards staff and students (e.g. rolling their eyes, tutting) Laughing at other students who receive a consequence, or if they give the wrong answer Answering back/arguing Students shouting answers/questions out Talking when asked to work silently Talking over the teacher Littering Chatting Not listening to staff Calling Out

Bringing the school into disrepute Theft Threatening behaviour to staff Possession of drugs/alcohol False allegations made against staff Vandalism Possession of an offensive weapon Possession of banned item Verbal abuse to staff

FTE

RE

SP

ON

SIB

LE

Standing up/ moving around without asking Using school resources inappropriately Not following when reading/ not on track when asked to answer a question Students who have their head on the desk Turning around and not facing the front Failure to hand in homework Eating in class

Dealing drugs or alcohol Violence to staff

PEx

Appropriate Rewards Appropriate Rewards Appropriate consequences Appropriate consequences

Verbal praise Badges/stamps Praise postcards Class charts points Certificates in assemblies Student of the month Ambassador recognition Work on display

Verbal praise Badges/stamps Praise postcards Class charts points Certificates in assemblies Student of the month Ambassador recognition Work on display

In most cases follow stepped consequences procedure Verbal warnings Restorative discussion Temporary removal to shadow class 0-30min detention Confiscating items Move a seating plan Removal of social times BIP Report Letter home/Parent meeting

Internal Exclusion FTE Exclusion at another school Managed Move Police involvement PSP Referral to outside agencies SLT Detention Referral to support agencies PEX

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Classroom Expectations (see appendix 2 – classroom expectations)

Every second of learning counts. In order to maximise learning students are required in

lessons to:

• Arrive on time to lessons • Sit in allocated seat • Settle to connect/do it now task immediately • Have planner and equipment on the desk at all times • Try their hardest and never give up • Follow the “Buckler’s Basics” when setting out work • Never shout out – it is disrespectful • Improve their work following feedback • Sit in silence at the end of lessons and wait to be dismissed • Leave the classroom in a safe and orderly way

Toilet Visits Adequate time to use the toilet is provided at break and lunchtime. Children and adults without diagnosed medical needs should not use the toilet during lesson times. Every second of learning counts.

Attendance and Punctuality

If a student is late for school or a lesson, the teacher must award a negative point on

Classcharts. A student late for school on more than 1 occasion will receive an after school

detention, to be issued by the tutor. A student late for lessons on more than 1 occasion will

receive an after school detention, to be issued by the teacher.

Equipment

Students are expected to have the following the following equipment

Planner

Black/blue pens

Pencil

Ruler

Tutors carry out weekly spot checks to ensure students have the correct equipment for

learning. Year coordinators may supply students with key equipment as part of their work to

remove barriers to learning. Students are able to buy basic equipment at the start of school

and during break and lunch at cost price from the “shop” at student services.

If a student does not have appropriate equipment for a lesson, the teacher will take steps to

loan equipment where appropriate but will ensure a negative behaviour point is assigned.

Behaviour Management – The Roles of Tutors, Teachers, Heads of Department and Year

Coordinators

SLT

Teach the “Golden Rules” classroom expectations, social times expectations and

equipment needed at the start of every term.

Be a visible presence and model the behaviour expected of staff

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Ensure absolute clarity about the behaviour policy and systems

Tutors

Teach the “Golden Rules” classroom expectations, social times expectations and

equipment needed at the start of every term.

Carry out spot checks to ensure every child have correct equipment for the day ahead

Periodically monitor Classcharts for patterns of positive and negative behaviours

Have a discussion with students as appropriate where patterns emerge

Have a discussion with parents as appropriate where patterns emerge

Teachers

Teach the “Golden Rules” classroom expectations, social times and equipment

needed at the start of every term

Ensure classroom expectations are followed

Deliver lessons using the Quality first Teaching Protocol:

o All out/meet and greet

o Connect/do it now task

o Seating plan updated termly

o Share and make visible the learning objective

o Plan for progression

o Know your students – use pupil passports

Follow and implement the behaviour policy

Award positive and negative behaviour points (strive for a 5:1 ratio), and detentions

where appropriate

Patterns of poor behaviour should be identified and where appropriate contact parents

Heads of Department

Teach the “Golden Rules” classroom expectations, social times expectations and

equipment needed at the start of every term

Monitor the work of the team to ensure Quality First Teaching and The Behaviour

Policy are implemented

Periodically monitor the allocation of positive and negative behaviour points and

detentions in order to inform strategies to support the work of the team

Ensure a system of “shadow” classes is available for exiting students

Patterns of poor behaviour should be identified and where appropriate contact parents

Year Coordinators

Teach the “Golden Rules” classroom expectations, social times expectations and

equipment needed at the start of every term

Monitor the work of the team to ensure The Behaviour Policy is implemented

Periodically monitor the allocation of positive and negative behaviour points and

detentions in order to inform strategies to support students

Have a discussion with students as appropriate where patterns emerge

Have a discussion with parents as appropriate where patterns emerge in order to enlist

their support in ensuring students meet behaviour expectations

Patterns of poor behaviour should be identified and where appropriate contact parents.

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Inappropriate Classroom Behaviour and Consequences

In our classrooms, one of the ways we strive to create a positive learning environment is to

praise in public, reprimand in private. We overtly teach the behaviour we expect every term

by referring to the “Golden Rules”, and classroom expectations. We strive to award positive

and negative behaviour points on a ratio of 5:1 or better. We take opportunities to quietly and

calmly remind students who struggle to meet our high expectations of the behaviour we

require.

If a student is behaving inappropriately, our usual response is:

Step 1 - Verbal warning, delivered calmly and quietly if possible

Step 2 - Temporary removal from lesson (2 minutes or so), restorative discussion, readmit to

lesson

Step 3 - Removal from classroom to a “shadow” class – restorative discussion at end of lesson

Step 4 – Removal from lesson using “On Call” system

The teacher must record a negative behaviour point for step 2 or above.

In the case of higher tariff behaviour, (e.g. verbal abuse, dangerous behaviour, threatening

behaviour, refusal to be removed to shadow class) teachers should miss out steps 1-3 and

escalate the response by calling for “call out” support. “Call out” support should also be used

if disruptive behaviour continues in the shadow class.

Where appropriate, the goal of a callout will be to return the student to learning asap. The

suitability of this is to be determined by a brief conversation between the call out and teacher.

Where this is not appropriate the student is taken to the IEC.

The teacher must record a detention for steps 3 and above.

NEED TO INCLUDE IN THIS SECTION INFORMATION ABOUT OUR GRADUATED

RESPONSE TO CONSEQUENCES. DETENTION TO IEC TO FTE TO PEX

The Detention System

The normal sanction for inappropriate behaviour is a detention. Removal from a lesson is not

in itself a sanction. Detentions are used for persistent inappropriate behaviour, such as talking

over the teacher, shouting out, turning around and not facing the front, asking irrelevant

questions to derail the lesson, lack of appropriate effort, answering back/arguing, laughing

at/mocking other students, standing up/moving around the classroom without permission

Detentions are set by teachers using Classcharts. Detentions are normally set at 30 minutes.

It is possible for a student to be set 2 detentions by separate subjects for the same evening

(2x30 minutes) meaning that they will be in detention for 60 minutes. Detentions are set by

the teacher using Classcharts. A detention is issued following “Step 2” behaviour or higher,

and will therefore result in a negative behaviour point. The teacher should always set a

detention if the student has been removed to a shadow class or the IEC.

Student are accompanied to detention by their teacher at the end of period 5. Teachers will

normally have a restorative conversation with students whilst the detention is being served.

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Students are expected to sit in silence in an allocated seat to complete the following work:

Write apology letter to member of staff, to a high standard, using template provided, to

be approved by MOS on detention duty

Work set by the teacher

Silent reading/ standalone work provided

Two staff will normally supervise detention. A register will be taken using Classcharts. It may

be necessary for one member of staff of make use of an overspill room.

Should a student fail to meet the behaviour expected in detention, the member of staff on duty

will reset the detention for an hour for the following day. It is likely they will send the student

home.

Should a student fail to meet the behaviour expected in the reset detention, they will be

allocated to a day in the IEC, which will include an after school detention.

Detentions set for missed homework are also set using Classcharts. Students are expected

to sign in with the member of staff on duty then complete their homework. If necessary they

may log on to a computer. If they require resources from a subject teacher, they may leave to

find that teacher on condition that they have signed in and leave personal belongings in the

detention room. Homework detentions are normally 30 minutes. Students must stay until the

end of the detention and should not be released early. If students complete their homework

they are expected to use the time for private study/reading.

The Callout System

The “callout” system should be used where a student is failing to follow instructions, and in so

doing, is causing ongoing disruption to learning. The system should only be used once step 1

and step 2 have been followed. (Steps 1 and 2 do not apply in the case of more serious

behaviour e.g. threatening behaviour). Instant “call out” should be used for more serious levels

of behaviour. The teacher must record details of the callout in Classcharts.

Where appropriate, the goal of a callout will be to return the student to learning asap. The

suitability of this is to be determined by a brief conversation between the call out and teacher.

Where this is not appropriate the student is taken to the IEC.

Stays in IEC are normally 5 lessons from lesson of entry plus a half hour stay after school. For

example, a student admitted on a Monday period 3 would do an after school detention on

Monday and be readmitted to lessons period 3 on Tuesday, provided, they have met the

behaviour expectations of the IEC and completed a restorative letter to a suitable standard.

Where a student is removed to the IEC, parents will be informed electronically. Teachers will

normally contact parents to seek support in upholding appropriate behaviour in the future.

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IEC (Internal Exclusion Centre) Student Rules

Unless the subject teachers have provided specific work to be completed there are

yellow (KS4) and Red (KS3) folders in the IEC with plenty of work that will be

completed.

Students will be told which booth to sit in by the teacher and unless the teacher

supervising makes changes the students will remain in the same booth for their length

of time in the IEC.

Any student who is placed in the IEC MUST place their bags, coats and mobile phones

in the locked cupboard on the left.

Students will be allowed a drink on their desk.

Students will be allowed to have a snack at break time if they wish. Break times will

be an opportunity for students to take a break from work; however, they must not talk

to others.

At any time, the student can request to go to the toilet within the IEC and this will be

agreed at the discretion of the teacher supervising.

Lunchtime – ALL STUDENTS irrelevant of their year group will have their lunch at

12.50-1.20, as break this will be an opportunity to stop work and eat their lunch, there

will be no talking.

Read 2 Succeed – students will use this time to read a suitable text from the reading

book selection.

If any students require food from the Canteen they will be allowed to select their

lunches and these will be delivered at the start of lunch.

Students will be expected to follow these rules, show understanding, and an improved

attitude to learning, if a student does not follow these rules they will be expected to

repeat their day.

Any stay in the IEC will include an after school 30 min detention.

Failing to meet expectations is likely to lead to:

Parking with SLT

Repeating the day in the IEC

Fixed Term Exclusion (The day in IEC will still be completed on return)

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IEC AND CALLOUT STAFF GUIDANCE 2020

IEC (Internal Exclusion Centre) January 2020 IEC will be PE1

The IEC is situated in the corner of the quad (2 wooden pagodas) at the back of the hall by

the old fire escape.

The IEC is used to supervise students who have been sanctioned to spend some time in the

IEC because their behaviour has warranted this level of action. The length of sanction will

depend on the severity of the incident. However any student that is brought into the IEC during

the academy day, for example disruption in a lesson and the teacher has followed the stepped

process, will remain in the IEC for a 24hr period, this will include a detention on the day he is

first brought into the IEC.

When supervising the IEC you should have the opportunity to work in relative silence at the

desktop. At the start and end of each lesson, it will be necessary to monitor the amount of

work that has been completed by the students. It is good practice at the changeover of lessons

for staff to give each other a brief overview of what has been done by the students. Unless

the subject teachers have provided specific work to be completed there are yellow (KS4) and

Red (KS3) folders in the IEC with plenty of work that can be completed.

For January students will be in PE1 when a student arrives please be mindful of where they

will be seated, wherever possible please try and keep students away from the window that

looks into the sports hall and away from walls (to stop the attempt to scribble on them!!)

The IEC is set up with booths for students to work in. Students will be told which booth to sit

in by the teacher and unless the teacher supervising makes changes the students will remain

in the same booth for their length of time in the IEC. Please record the booth number in the

IEC Record as this will help identify any graffiti damage

Any student who is placed in the IEC MUST place their bags in the locked cupboard on the

left (if looking from the teacher’s desk). A key is in the top drawer of the teacher’s desk.

Students will be allowed a drink on their desk.

Students will be allowed to have a snack at break time if they wish. Break times will be an

opportunity for students to take a break from work; however, they must not talk to others.

At any time, the student can request to go to the toilet within the IEC and this will be agreed

at the discretion of the teacher supervising. There are toilets just outside PE1

Lunchtime – ALL STUDENTS irrelevant of their year group will have their lunch at 12.50-1.20,

as break this will be an opportunity to stop work and eat their lunch, there will be no talking.

Read 2 succeed – students will use this time to read a suitable text from the reading book

selection.

At the end of every lesson, the students in the IEC will need to be given a score in the IEC

Record

https://bucklersmeadacademy.sharepoint.com/:x:/g/EenwvichWL1DkVVwvyYkzZ4BdSVvQn

_a6Ftnkz3bPildWQ?rtime=6y26zQ8y10g this can be found in BM Staff – IEC – IEC RECORD

19-20 or ARC – IEC Information - IEC RECORD 19-20 Please ensure you now use the Spring

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1 Tab. In addition the student will need to be logged for the 24hr period, please see example

at the top of the record.

If you are in the IEC Period 3, you will be required to fill in the Lunch request slip if any students

require food from the Canteen.

Students will be expected to follow these rules, show understanding, and an improved attitude

to learning, if a student does not follow these rules they will be expected to repeat their day.

If a student is in the IEC they will also be required to complete a 30min detention after school.

Callout

If a member of staff has Callout on their timetable they must pick up a Radio at the start of the

lesson from reception. Ensure the radio is turned on to a suitable volume and on Channel 7.

There will be a callout timetable on the wall by the radio and attached to the radio, which will

be key lessons that need to be visited to support/check that the behaviour and atmosphere is

conducive to positive learning. This list will change from time to time.

If a callout is made over the radio, you should be informed of the student’s name, lesson they

are in and a possible reason.

A callout should be used to support the teacher with an aim to get the student learning.

Professional judgement will be required for each situation but we should refrain from defaulting

students directly to the IEC. If a conversation and return to class is all that is required then

this would be the obvious first choice, however depending on the situation it may be a united

conversation between callout staff, teacher and student, Buddy (Shadow) room or placement

in the IEC. Callouts are to support the teacher and we must be very aware that whilst

restorative conversations are a massive priority they must always support the teacher and the

current situation.

There are more members of staff on the callout rota this year and some of you may feel

uncomfortable with some specific callouts, if this is the case please seek SLT support.

If a student is placed in the IEC it will be for a 24 hour period.

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Uniform (see appendix 3 – uniform)

Students are expected to wear appropriate uniform. Where a student fails to meet

expectations they may be:

Intercepted at the academy gate and required to go home to put things right

The Tutor should make a spot check of uniform - if inappropriate they should be

referred to the Year Coordinator who may send the student home to put the uniform

right

If it is not possible for the student to return home, they will be sent to student services

to borrow suitable uniform

If the student refuses to wear uniform, they will be isolated for the day and given a

detention

Social Times (see appendix 4 – Breaktime and Lunch)

It is important for students and staff to be able to have a break, use the toilet, have a drink/food.

The following are normally available for students at social times

All hard/playground/path areas

The refectory

The hall (in wet weather)

The study centre (for quiet work/reading only)

Astroturf area, winter months only, subject to availability

Sports hall badminton, basketball, table tennis (lunch)

Clubs 1 a day (lunch)

The following are out of bounds:

The fields in winter months and/or when declared out of bounds by the Head teacher

All areas beyond the Leisure Centre Entrance

The Car Park

Classrooms (unless attending activity supervised by member of staff)

Expected behaviour

Walk calmly between lessons and at all times

Behaviour in buildings should be calm and respectful at all times of the day

Keep left in corridors and on narrow pathways such as the pathway leading up to

school

No excess noise/shouting

Swearing/offensive language is inappropriate

Students are expected to keep themselves dry/mud free

Stay off fields once out of bounds

Following instructions the first time given and without question

Politeness – e.g. holding doors open for others, thanking people,

Being responsible for making sure own litter is put in bin and tables in refectory is left

tidily

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Duties

Staff on duty must be active as opposed to passive. Whilst on duty, staff are expected to

interact with students in a positive way to build good relationships. Staff on duty should actively

encourage appropriate behaviour. Students should:

Walk calmly – no running

Keep themselves dry and mud free

Stay in bounds

Talk calmly – no shouting

Use respectful language

Be polite

Keep left in corridors/on stairwells

Put litter in bins and leave refectory tables tidy

Reasonable Adjustment/Professional Judgement

Where appropriate we will make reasonable adjustments for students, including those with

special educational needs and/or disabilities, who have specific needs that mean they find our

high expectations difficult to meet. A reasonable adjustment never means that we lower our

expectations. It means some students need additional support to ensure that they meet the

high expectations that we have for all our students

Supporting our Students (additional guidance Appendix 5)

We will support our students to meet the high expectations by offering a range of the following

strategies as appropriate:

Reiterating expectations frequently

Report cards

Student support plans

Pastoral and/or academic interventions

Regular meetings with parents/carers

Additional careers advice and guidance from a specialised careers advisor

Restorative conversations with the teacher who gave students the consequence

Reflection letters to members of staff as part of restorative justice

Early Help Assessment – to refer to external agencies

Support from our student services team

An alternative provision placement

Work Experience placement

Reintegration meeting and contract following FTE

PSP/BIP process

Thrive intervention

Return to Learn (planned from September 2020)

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The Use of Reasonable Force

The following guidance is based on extracts from the latest, non-statutory DFE guidance

(2013)

https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools

Force is usually used to control or restrain. Reasonable in the circumstances means using no

more force than is needed. Reasonable force can be used to prevent pupils from hurting

themselves or others, from damaging property, or from causing disorder. The decision on

whether or not to physically intervene is a matter of professional judgement.

On a day to day basis, it is unlikely that reasonable force will need to be used. It may be used

in order to carry out the academy's duty of care to students, for example to physically separate

students found fighting or to prevent a student from hurting themselves or others.

Smoking

Smoking is not allowed on the school site. Smoking materials are included in the list of banned

items (see appendix 5 – banned items). Students found smoking or in possession of banned

items will be subject to appropriate sanctions, as will students found to be colluding with others

smoking.

Exclusion

Buckler’s Mead Academy follows statutory DFE guidance on exclusion (2017). The following

excerpts are taken from this guidance:

Good discipline in schools is essential to ensure that all pupils can benefit from the

opportunities provided by education. The Government supports head teachers in using

exclusion as a sanction where it is warranted. However, permanent exclusion should

only be used as a last resort, 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.

The decision to exclude a pupil must be lawful, reasonable and fair.

Schools/academies have a statutory duty not to discriminate against pupils on the

basis of protected characteristics, such as disability or race. Schools should give

particular consideration to the fair treatment of pupils from groups who are vulnerable

to exclusion.

Disruptive behaviour can be an indication of unmet needs. Where a school has

concerns about a pupil’s behaviour, it should try to identify whether there are any

causal factors and intervene early in order to reduce the need for a subsequent

exclusion. In this situation, schools should consider whether a multi-agency

assessment that goes beyond the pupil’s educational needs is required.

Any decision of a school, including exclusion, must be made in line with the principles

of administrative law, i.e. that it is: lawful (with respect to the legislation relating directly

to exclusions and a school’s wider legal duties, including the European Convention on

Human Rights and the Equality Act 2010); rational; reasonable; fair; and proportionate.

The academy must ensure that policies and practices do not discriminate against

students by unfairly increasing their risk of exclusion.

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Exclusion will be used in response to serious incident or persistent breaches of the academy’s

behaviour policy or where allowing the student to remain in the academy would seriously harm

the education or welfare of the student or others in the academy.

Students may be excluded for a fixed number of days from the academy or permanently. A

fixed term exclusion can be for whole days or parts of a day. A student may be excluded for

one or more fixed term periods up to a maximum of 45 days in a single academic year, or

permanently.

The academy will take all reasonable steps to investigate serious matters leading to a decision

to include, including receiving and considering written statements from those involved and

from witnesses.

A decision to exclude will be made with reference to the civil standard of proof, i.e. “on the

balance of probabilities” it is more likely than not that the fact is true, rather than the criminal

standard of “beyond reasonable doubt”.

Parents/carers will be advised of the reasons for exclusions. In the case of permanent

exclusions, they have the right to appeal the decision to the board of directors.

During a period of exclusion, parents/carers have a duty to ensure that their child is not present

in a public place at any time during academy hours for the duration of the exclusion.

The academy is responsible for providing work for an excluded student over the first 5 days of

any exclusion.

The academy will notify the local authority, without delay, of any decision to permanently

exclude a student.

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Behaviour Management - Guidance for Staff

Examples of how you could articulate why we are giving an achievement

Whenever you give achievement, please ensure you use the following statements/questions

to support our behaviour and rewards system and so that students are in no doubt as to why

they have received one.

Being caring towards others for example demonstrating politeness, care, concern and

respect for all other members of BMA and for members of the general public are

important. "I am giving you an achievement point because you have demonstrated this

today".

Being attentive and looking others in the eye when they are talking to you is important.

"You have demonstrated this today, so I am giving you an achievement point, well

done".

Being courageous in the face of adversity for example having several more attempts if

you think you have failed is important if you want to succeed, "you have demonstrated

this today so I am giving you an achievement point".

Attending school even though you feel a little under the weather "shows you are

determined to succeed, so I am giving you an achievement point".

Being sympathetic towards others for example asking how they are is important –

"you've been really caring so I'm giving you an achievement point".

Being positive, even when things are tough is a positive character trait. "You have

demonstrated that today, so I am giving you an achievement point, well done".

Being friendly towards others, always "saying 'please' and 'thank-you'; holding the door

open for others to pass without being prompted to do so demonstrates respect and is

important. I am going to give you an achievement point for being so polite".

Attending the sports event to support the team even though you didn't make the team

demonstrated our academy values and a willingness to support and encourage others,

"I am going to award you an achievement point for your dedication and for being

inspired by others".

You have really improved your work from the feedback I gave you, "you have shown

hard work and effort and this is important so I am giving you an achievement point".

Examples of how you could articulate why we are giving a consequence

Whenever you give a consequence, please ensure you use the following

statements/questions to support our behaviour system and so that students are in no doubt

as to why they have received one.

I expect you to arrive at my lesson on time, every lesson with the correct equipment,

taking ownership of your book/folder. Organisation is key to a successful career/ you

are late so I am going to have to …..

I expect you to follow instructions first time so you and your peers can learn as much

as possible in the lesson. You are not following instructions so I am going to have to

….

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I expect you to behave, allowing me to teach and others to learn, so that you can

achieve your potential. You are talking during the independent part of the lesson so I

am going to have to ….

I expect you to track me when I am teaching, so that you listen carefully to everything

that is taught. You are not paying attention so I am going to have to ….

I expect you to ask for help when needed after you have tried hard for yourself. We

want you to develop your independence and resilience. You have not put in the

required amount of effort so I am going to have to ….

I expect you to complete an appropriate amount of work for the time you are given. We

have high expectations of each and every one of you. You have not put in the required

amount of effort so I am going to have to …

I expect you to stay on task and to try your hardest even when you find work

challenging. When you struggle and then succeed, you will get an immense amount of

satisfaction and confidence from your achievements. You are distracting others so I

am going to have to ….

I expect you to produce your best work at all times, so your best becomes a habit. Your

work is not presented as well as it should be so I am going to have to ….

We are ambitious for you and want you to do as well as possible. Your behaviour is

key to doing as well as you can. I am going to … because…

Hard work beats talent if talent does not work hard. You have the ability to do really

well but you are not putting enough effort in so I am going to ….

Challenging the instructions of someone in authority is not acceptable and will not be

when you are at work, so I am going to …

Warm but Strict – Building Respectful Relationships

Staff want students to enjoy being in the classroom. The high expectations create a

focused environment, which allow students to feel successful in their subjects.

Staff will greet students at the door with a 'hello' or 'good afternoon'.

Staff will try to give out more achievement points than consequences.

Staff will use corridors and break times to interact with students that build relationships.

Teachers may test students on their subject using recall questions, ask what they have

learned today, ask how their weekends were, ask about hobbies, ask what they are

reading, recommend books etc.

Staff will raise students on their successes, for example, 'Great to see that you're the

top house point scorer in form 10B1'. Alternatively, 'I called your mum yesterday to let

her know about your amazing quiz result. Well done!'

Staff will encourage students' smartness by praising smart uniform.

When a student has been absent, staff always tell them how great it is to have them back.

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Behaviour Management Recommendations - Teacher Techniques

Choice

Gives students some control over a situation which is less likely to initiate point-blank refusal.

Examples include: "I want you to get on with your work or (consequences), it's your choice"

"Are you choosing not to follow our rules on..." or "Sit over here or next to John"

Take -up time

Allow students not to lose face. Watching and waiting is, in a way, issuing a challenge. We

need to be clear and confident about expressing expectations. Follow an instruction with a

pause to allow students time to comply.

Examples includes: "Could you open your book and start work now, Ben. I'm going to see

Luke who needs some help but I'll come back in a minute if you need any"

Partial agreement

Deflects confrontation with students by acknowledging concerns, feelings and actions.

Examples include:

"Yes you may have been talking about your work but I would like you to..".

When - then direction

Avoids the negative by expressing the situation positively. Examples include: It is better to say

"When you have finished your work, then you can go out " than "no, you cannot go out because

you have not finished your work".

Privately understood signals

Draws the class together and builds in sharing times. Examples include: clapping your hands

gently twice; or standing next to a "learning zone" poster in a room. An individual student may

recognise a gesture from the teacher as a reminder to concentrate on work.

Redirect behaviour

Remind the students about what they should be doing and avoid getting involved in discussion

about what they are doing wrong

Consequences and sanctions

In line with school policy, clearly and consistently implemented

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Engaging parents

We cannot work in isolation from parents; parental engagement is a powerful lever for raising

achievement and improving behaviour. If we work together the gains will be significant. If a

parent isn't aware that their son/daughter has behaved badly in your last few lessons, how

can they support you as the teacher? And how can they influence their child to behave

positively? It is important that parents are informed of the positive actions of their children not

only the behaviour concerns. It is clear that parents have the greatest influence and one which

we cannot underestimate.

Some guidelines

Firstly-try to make the first contact you have with home, either by phone or letter about

a positive not a negative.

Always phone home when you have had a difficult lesson with a particular student. It

might seem like a huge time commitment but the outcome will be beneficial to you.

Be clear with the parents that it is the behaviour not their child that is the problem,

discuss the times when their child was able to behave appropriately and ask parents

to consider why they think this is not happening now. We often forget that student's

lives' are sometimes in turmoil and changes in family circumstances are a frequent

underlying causal factor for poor behaviour.

During these conversations, ensure that you are specific about the types of behaviour

that are causing concern-behaviour is a huge thing!

Inform the parents of the targets that you need their child to work towards-if they know

they can reinforce these for you.

Agree on how you will be monitoring progress and feeding this back to them.

Set a date when you will telephone them to review their child's progress-if

improvements are noticeable early on make sure you phone home again to share the

positive progress.

Ask the office to send a letter home if you feel that the student's behaviour has

improved significantly or there are further concerns.

In the case of prolonged negative behaviour, you will need to talk to your Year coordinator or

head of department

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Appendix 1 – The Golden Rules

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Appendix 2 – Classroom Expectations

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Appendix 3 – Uniform

GENERAL APPEARANCE

Jewellery: One pair of small plain sleepers or studs may be worn if ears are pierced. No other

visible piercing is allowed. All jewellery must be removed for PE activities.

Make-up: Discrete neutral nails and nail varnish and very subtle make up is allowed. If either

are deemed to be overly overt then it will be requested to be removed.

Hair/headwear: Hairstyles should be appropriate for the academy and be of one natural colour.

No extremes of fashion can be worn. No scarves/gloves/ hats to be worn inside the academy

buildings. Headwear required by a religion and agreed by the academy must be plain black.

VALUABLES Buckler’s Mead Academy will not accept liability for any claim arising from theft,

accidental loss or damage to personal effects, belongings or clothing whilst at the academy.

All personal items should be clearly marked with student’s name.

UNIFORM

Students from Years 7 – 11 will be expected to wear:

White, plain shirt: Must have a collar, to support the formal wearing of a tie, with top

button done up. Must be tucked in. No item beneath shirt should be visible.

Black trousers: No faded trousers, denim or denim look, jeans, joggers, leggings or

hipsters should be worn. Knee length formal black shorts are permitted in the summer

term.

Black skirt: Classic style/material. Must be knee length. Any slit must be minimal in

length. Please note this is primarily to maintain dignity.

Plain black footwear: (Backless shoes are not permitted) THEY MUST BE ROBUST

FOR SCHOOL USE.

V-neck plain black jumper: with embroidered academy name and crest (To be worn at

all times until a teacher or headteacher agrees otherwise)

Academy tie: Must be worn to waistline.

Outside Coat: No hoodies, cardigans, sweatshirts, tracksuits, denim or waistcoats will

be acceptable. Outside coats must serve the purpose to shield from the weather.

Socks: Plain black/grey/white

Tights: Black (Leggings are unacceptable)

Black, plain belt: Optional. This should have a standard buckle with no extreme

designs.

Appropriate carry bag: suitable for books/equipment.

Students are expected to be ready to learn through wearing correct school uniform. Students

not wearing correct school uniform will be expected to make good any shortcomings

immediately. If necessary, a student will be re-directed to student support and will be expected

to loan correct uniform in return for a “deposit”. Should a student refuse to wear correct uniform

they will be isolated or excluded until their uniform is correct.

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Appendix 4 – Breaktime and Lunch

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Appendix 5 - Banned Items List

In the interests of the health and safety of students, staff, other members of the academy

community, and visitors to the academy, the academy asks parents and students to ensure

that any inappropriate and dangerous items, or any inappropriate and harmful substances,

are not brought into the academy. In the majority of cases application of common sense will

easily determine what should not be brought into the academy. The list below does not cover

every item or eventuality but is intended as a guide. The specified items on the following list,

and any item that would fall into the first 3 categories, should not be brought in.

Sanctions under the Behaviour Policy may be applied to any student found in possession of

any banned item or any item that the academy deems to be unsuitable and dangerous. The

academy reserves the right to exclude students in extreme cases, or when students or parents

have received warnings about banned items.

1. FIRE LIGHTING EQUIPMENT

a. Matches, Lighters, etc.

2. DRUGS and SMOKING EQUIPMENT

a. Cigarettes

b. Vapour pipes

c. Tobacco

d. Cigarette papers

e. Alcohol

f. Solvents

g. Any form of illegal drug

h. Any other drugs except medicines covered by the Prescribed Medicines

Procedure.

3. WEAPONS and OTHER DANGEROUS IMPLEMENTS or SUBSTANCES

a. Knives, including pen knives and craft knives

b. Razors

c. Catapults

d. Guns of any kind, including replicas and BB guns

e. Laser pens and LED torches

f. Knuckle dusters and studded arm bands, bracelets, etc

g. Whips or similar items such as long chains

h. Pepper sprays and gas canisters (e.g. CS gas)

i. Fireworks or explosives of any kind

j. Dangerous chemicals (e.g. strong acids and alkalis, bleaches, hair dyes, etc)

4. OTHER ITEMS

a. Any form of liquid based correction fluid Note: students may use correction

tape and correction tape devices

b. Any aerosol (other than essential medication) Note: students should use non-

aerosol deodorants

c. Cameras (please note the Academy reserves the right to confiscate cameras

and to delete any unauthorised pictures or video recordings of students or staff)

Appendix 6 – Searching and Confiscation

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At Buckler’s Mead Academy we aim to keep all members of our school community safe. If

deemed necessary, students will be asked to be searched for any banned or stolen items. The

academy also has statutory powers to search students, without consent, if it is suspected that

the student has prohibited items of knives, weapons, alcohol, illegal drugs and stolen items.

Legislation this policy relates to:

Education and Inspection Act 2006

Health and Safety at Work Act et al 1974

Policing and Crime Act 2009

Section 30 Education Act 1996

Section 5502A Education Act 2001

Data Protection Act 1998

DfE Advice: Screening, searching and confiscation 2011

Buckler’s Mead Academy is fully committed to ensuring that the application of this Screening,

Searching and Confiscation policy is non-discriminatory in line with the UK Equality Act (2010).

Further details are available in the school’s Equal Opportunity Policy document.

This policy is applicable to all students and the academy seeks to implement this policy

through adherence to the procedures set out in the rest of this document.

Procedure

School staff can search students with their consent for any suspected item banned by the

school rules.

School staff can search students without their consent for any suspected knives, weapons,

alcohol, illegal drugs and stolen items (from now on called prohibited items).

When and Where a Search Can Take Place

A search can take place if there are reasonable grounds for suspecting that a student is in

possession of a prohibited, banned or stolen item. The member of staff should take into

account all relevant circumstances and use their professional judgement to determine whether

such a search should take place. The search may be of the student’s clothing, footwear, bags

or locker. Wherever possible, a search should take place in private, witnessed by another

member of staff. This may not be possible, for example if searching a locker in a classroom

which is in a public place.

Authorisation to Search Students

On the school premises and grounds, any member of the teaching staff can carry out a search

although staff can refuse to undertake such a search.

On an out of school activity, the Group Leader is authorised to search students at that location.

All staff have on-going authorisation to be the witness of a search.

On an out of school activity, temporary authorisation is given to non-employees who are

named adults supervising students on school trips to be a witness to a search. This temporary

authorisation is only valid during the hours of the trip and can only be used when a staff

employee is not able to deal with the situation.

If deemed necessary, the Headteacher will provide appropriate training for staff although there

is no legal requirement for training.

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Extent of the Search

When a search is required, there must be two members of staff present. The first member of

staff conducting the search should, where possible, be the same sex as the student being

searched. The witness (second person) who, where possible, must be a member of staff and

should be, again wherever possible, the same sex as the student being searched.

On a school trip, the Group Leader where possible should lead the search but if this is not

possible due to gender, they have the authority to delegate the search to a member of staff of

the same gender. There is no legal requirement to make or keep a record of the search.

However, the member of staff leading the search would be required by the school to keep an

informal record in their diary of the date, student name, witness name, consent given, item

being searched for and outcome.

A search of a student’s possessions must take place in the student’s presence with the witness

present. The staff conducting the search may conduct a “personal search” which requires the

student to remove any 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 sweatshirt, hats, shoes, boots, gloves and scarves). Staff are not authorised to

conduct an “intimate search” which requires the removal of non-outer clothing. The Police

must always be called if an intimate search is required as they have the legal powers required.

A student’s possessions (any goods over which the student has or appears to have control

such as bags and lockers) may be searched. Force should not be used when conducting a

search. If there are any concerns that the student to be searched may become aggressive

then the search should not take place and the Police called. Protective gloves are available

from the school nurse or from the First Aid Kit if on a school trip.

The searcher should take care when touching the student’s clothing or property to reduce the

risk of injury from sharp objects. The student should turn out pockets, empty bags etc. Staff

should only touch items which are visible and the risk of sharp items being present can be

assessed by the searcher.

After The Search

Staff must seize any prohibited or banned item found during a search. Any item seized which

is prohibited (with the exception of alcohol) or a controlled drug must be delivered to the Police

by the Headteacher as soon as is possible. Items which are evidence of an offence must be

passed to the police as soon as possible. Any seized substance whose legal status is unsure

should be treated as a controlled drug. Any substance believed to be a ‘legal high’ will be

confiscated. It would not be reasonable or desirable to involve the Police in dealing with low

value stolen items such as pencil cases. The Police can be involved in higher value stolen

items. The school First Aider should be informed of any “sharps” items seized to arrange safe

storage/disposal.

Alcohol which has been seized should be disposed of by pouring it down the sink. If alcohol

has been found on a student more than once within the last 12 months then the School Police

Liaison Officer will be informed as Section 30 of the Policing and Crime Act 2009 created an

offence for a person under the age of 18 of 'persistently possessing alcohol in a public place'.

Any seized banned item (other than alcohol) should be handed into the academy office

immediately where it will be recorded in a log book and then locked away in a safe under the

control of the Headteacher. Student punishment will be according to the level of incident and

may involve detention, internal isolation, fixed or in extreme cases permanent exclusion. Any

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student who refuses to co-operate with a search will be considered to have refused a

reasonable staff instruction and will be sanctioned accordingly.

Parent/carer involvement

There is no legal requirement to inform the parent/carer. The school will inform a parent/carer

where a seized item is prohibited unless this would compromise the student’s safety. When a

banned item has been confiscated, a parent/carer will then have to come into school to collect

any item not delivered to the police or disposed of by staff. A parent will be informed following

a search if nothing is found but there are still concerns.

Complaints and Allegations

Any complaint or allegation of misconduct arising from an incident should be put in writing

using the Academy’s complaints procedure.