To actively promote behaviour which reflects the aims and values of the school by setting an example, enabling all students to achieve their full potential, acknowledging success, encouraging self-discipline and providing boundaries.
Effective teaching and learning can only take place in a well ordered environment. Promoting positive behaviour requires the commitment of all members of our school community, students, parents, guardians, trustees and staff; it requires a consistency of practice across the school to ensure that students know the standard of behaviour that is expected of them.
If all members of the school community are to develop and achieve their best they must be able to learn and teach in caring and respectful environment which is open and welcoming, culturally affirming and equitable.
In order to simplify our expectations and ensure that all students are able to respect others and succeed the school expectations are shown below in our Code of Conduct.
Ready to Learn Procedures
In the event of a student not meeting the Ready to Learn expectations, a student will be given a warning. If the student is given a second warning during the lesson they will be sent to the Reflection Room. This will be for a period of 3 lessons, including a 1 hour After School Detention where staff / student complete their restorative conversation. If a student is disruptive in the Reflection Room, this sanction can be increased to 5 lessons. It will only by the Assistant Headteacher (Pastoral) and the Headteacher that can make this decision.
Whilst in the Reflection Room, students will be completing the same work as their peers, monitored by the Reflection Room Manager.
Reasonable adjustments are made for students wherever necessary, with support for all students given by the Pastoral Team when necessary.
Bishop Fox’s School encourages positive behaviour through a mixture of high expectations, clear guidance and a positive ethos.
These high expectations are summarised through a clear Code of Conduct, designed to promote high standards of behaviour within lessons and school. These are shown below;
In order to support High Standards and High Expectations, our Code of Conduct is broken down into:
- Ready to Learn Expectations for use in the classroom
- School Expectations for use at all other times.
The Ready to Learn Expectations summarise the whole school approach to teaching, learning and behaviour management, which clearly gives the expectations within lessons across the school.
The School Expectations, summarise the expectations both within school and on the way to and from school.
In promoting high expectations, it is expected that all staff will make use of the rewards system to encourage positive relationships and engagement within lessons and within school.
In the event of the Ready to Learn expectations or School expectations not being met, all sanctions are given through a centralised system and monitored by the Pastoral Team and SLT.
Ready to Learn Aims
The aims of Ready to Learn are:
- To eliminate disruptive behaviour, so that there is a culture of achievement, ambition and learning everywhere in the school and no learning time is wasted.
- To provide clarity for staff and students about acceptable behaviour and the consequences of misbehaviour.
- To encourage students to take responsibility for their own actions.
- To enable teachers to deliver engaging and creative lessons, experiment and take risks, without concern for behavioural interruptions as barriers.
Ready to Learn Expectations
- To arrive on time, within 3 minutes of the bell, or before the second bell after recess and lunch.
- Sit down calmly where you are asked, showing you are ready to learn with equipment out.
- Follow instructions from staff, including working in silence when asked.
- Listen respectfully (in silence) when others are talking.
- Show pride in your learning by working to the best of your ability and promptly attempting all work set.
- Show pride in your behaviour by following all reasonable requests and not distracting others.
- Ensure phones and headphones are kept in your bag and silent throughout lessons unless given permission by staff to use them.
Using the Ready to Learn Systems
In order to ensure consistency in the way that all staff use the Ready to Learn approach and provide opportunities for all students, it is essential that all staff use the Staff Non-Negotiables. The expectation is that all staff are consistent in their use of these Staff Non Negotiables, thereby ensuring quality first teaching at all times.
The Staff Non-Negotiables are divided into:
- Behaviour for Learning Non-Negotiables
- Teaching and Learning Non-Negotiables
A member of staff will resort to a formal warning for a student when usual classroom interventions to support positive behaviour and learning are not working.
School Expectations
- To be considerate, polite and respectful to all members of the school and local community.
- To listen to instructions from staff and follow these instructions.
- To wear the correct school uniform at all times.
- To walk quietly and calmly around the school site.
- To be respectful of school property, buildings and the environment.
- To remain in bounds at all times.
- To keep all phone and headphones in your bag and silent.
Reasonable Adjustments
Reasonable adjustments will be made in line with the Equalities Act (2010) with the SENCo taking responsibility for managing the Reasonable Adjustments for students with identified Special Educational Needs. The Pastoral team will work closely with the SENCo to ensure that reasonable adjustments are in place to support all students.
These reasonable adjustments will be recorded in a student’s ILP and will also be recorded in additional support packages including Individual Behaviour Plans and Pastoral Support Plans.
The ILPs, IBPs and PSP will be previewed on a six week rolling programme, ensuing that any further adjustments can be made in a timely manner.
All reasonable adjustments will be implemented once the student has attended the Reflection Room – this is to principally ensure the safeguarding of all students, with the Reflection Room Manager being aware of all students that have been sent to the Reflection Room, able to account for their whereabouts, record the incident and communicate with the parents.
The Reflection Room Manager will then initiate one of these actions:
A) Keep them in the Reflection Room, but for a shorter period of time (agreed by SENCo)
B) Keep them in the Reflection Room, but split their time over a longer time period (agreed by SENCo)
C) Ensure that they are met by or go to an identified member of staff. This would normally be associated with a member of the SEN department and located in the SEN base.
The Reflection Room Manager will keep the definitive list of all students with Reasonable Adjustments. This will be shared with all staff through Provision Mapper.
Any reasonable adjustments that have been made for students will have had these agreed by the SENCo and have been discussed at either an Annual Review / IBP meeting or PSP meeting. These reasonable adjustments will be recorded on each student’s ILP.