Behaviour for Learning
Our aim is to establish the highest possible standards of behaviour at Aylesford School – Sports College. This is important so that the school is always a warm, caring, friendly and happy place where learning can flourish. Students’ behaviour around the school should be excellent; every lesson should be characterised by a relentless focus on learning, free from distractions. Every student and every member of staff should be able to feel relaxed and happy, confident that their working environment is one where people are kind, courteous and respectful at all times.
We have high expectations of our students and a belief that every student is capable of meeting them. The behaviour for learning system is based on the principle that, once students know the rules and the consequences, they can make the right choices for themselves and for others. Children thrive at school and at home when the boundaries and consequences are clear and consistent.
Our school rules are:
- Be ready
- Be respectful
- Be safe
By ‘being ready’, we expect all students to wear the correct school uniform; have the correct equipment; complete their homework and be on time to school and lessons.
By ‘being respectful’, we expect all students to be polite to everyone; be that in school, in our local area and whilst travelling to and from school. ‘Being respectful’ encompasses the positive traits we expect from our students, for example respecting the school environment by not littering.
By ‘being safe’, we expect all students to behave in a safe way and utilise the information that they are given for example, by not smoking. All students have the right to feel safe.
Our focus is to reward positive behaviour and to foster an atmosphere of respect at all times. We will recognise positive behaviours such as regular attendance, commitment to the school, representing the school, positive attitudes and effort towards learning and progress made.
Recognition 1 (R1)
(Awarded by all staff)
Recognition 2 (R2)
Wow - 2 points
(Awarded by all staff)
Recognition 3 (R3)
Subject Starts - 6 points
(Awarded by the subject leader)
Correct PE Kit
Exceptional performance / work
Continuous excellent work
Clear evidence of perseverance and effort
Supporting others needs
Promoting the needs of others
Showing leadership qualities
Use equipment correctly
Positive modelling of safe behaviour
Continous peer support
Recognition 4 (R4)
Wall of Fame - 8 Points
Recognition 5 (R5)
School Honours - 10 Points
|Nominated by staff and awarded by a member of the leadership team for recognising exceptional qualities and learning attributes.||Nominated by staff and awarded by the Headteacher for outstanding contributions to our school community.|
In addition to the above, 3 times a year we will recognise our students’ positive behaviour for learning. Recognition events may include:
- Whole school assembly
- Year group assemblies
- Non uniform day
- Year group celebration party
- Annual reward days/activities
- Lunch with the Head
- Fast track passes
- House assemblies
Roles and Responsibilities
The Governing Body will establish, in consultation with the Head teacher, staff and parents, the policy for the promotion of good behaviour for learning and keep it under review. It will ensure that it is communicated to students and parents, is non-discriminatory and its expectations are clear. Governors will support the School in maintaining high standards of behaviour for learning.
The Head teacher and other members of the Senior Leadership and Middle Leadership Teams will be responsible for the implementation, review and day-to-day management of the policy and procedures. Support and training for staff faced with challenging behaviour is also an important responsibility of those in positions of leadership.
All Staff will be responsible for ensuring that the policy and procedures are followed and consistently and fairly applied. Mutual support amongst all staff in the implementation of the policy is essential. Staff have a key role in advising the Leadership Team on the effectiveness of the policy and procedures. They also have responsibility, with the support of the Leadership Team, for creating a high-quality learning environment, teaching good behaviour for learning and implementing the agreed policy and procedures consistently.
The Governing Body, Head teacher and staff will ensure that there is no differential application of the policy and procedures under any circumstances, particularly on the grounds of ethnic or national origin, culture, religion, gender, disability or sexuality. They will also ensure that the concerns of students are listened to and appropriately addressed.
Parents and Carers will be expected to take responsibility for the Behaviour for Learning of their child, both inside and outside the School. They are all expected to have signed and agreed to the terms and conditions of the Home School Agreement. They will be encouraged to work in partnership with the School to assist the School in maintaining high standards of behaviour and uniform and will have the opportunity to raise with the School any issues arising from the operation of the policy.
Students will be expected to take responsibility for their own Behaviour for Learning and will be made fully aware of the School policy, procedure and expectations. Students also have a responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment are reported.
If a student is beginning to display low level unacceptable behaviours staff will use de-escalation techniques, to try and avoid further escalation. However if they cannot be resolved they will move on to the Behaviour for Learning system.
Preferred de-escalation techniques will include:
- Distraction (key word /object /job to do)
- Step away (fresh face / save face)
- Negotiation (delayed compliance)
- Take up time
- Inform and model desired behaviours
- Remind of rules, rights, responsibilities, boundaries and limits
- Choices, options and consequences
- Change of task, assignment
- Verbal advice, support and encouragement
- No raised voices
Some examples of poor behaviour for learning choices and infringements of the school rules are:
Sanction 1 (S1)
Sanction 2 (S2)
More Significant Infringement
Persistent Infringement of School Rules
In the wrong place
Lack of PE kit
|Task refusal||Persistent task refusal|
Low level disruption e.g. tapping, humming, tipping chair, wandering
Rudeness / insolence
Swearing at someone
Racial, sexual or hurtful language
Leaving group without permission
Use of item as weapon
Please note a sanction will be set for any other reason deemed by the leadership team.
(De-escalation): A first opportunity is firmly given to change their behaviour. This is the signal that a student’s behaviour is unacceptable and needs to be changed; the staff member will explain how they can do this. Staff will use de-escalation techniques to ensure the situation is not escalated. Staff will log this on SIMS if deemed appropriate.
Sanction 1: The student is told what they are doing wrong and what they need to do to improve. The teacher logs this on the SIMS system and places a sticker or writes a note in the student’s planner. The student will have a same day compulsory mentor detention until 3.05pm. This will be an opportunity for the mentor and student to discuss any learning or behaviour issues.
Sanction 2: Poor behaviour has continued. The teacher will email ‘Support’ who will contact home and log the details on SIMS. A senior member of staff will exit the student and place in another classroom within the subject area or faculty where the work will be completed. They will also be set a 1 hour detention on either: Tuesday, Wednesday or Thursday. The mentor will bring the student to the hall at 3.05pm and the detention will be finished at 3.55pm. The member of staff who set the detention will bring down work for the student to complete – this is an opportunity for teacher and student to discuss what has happened and move forward.
If it is deemed appropriate, students can be placed in Inclusion Support for a period of time (where there is a serious incident, a student may be placed in Inclusion Support whilst an investigation is being conducted). The sanction of Inclusion Support will be issued by the Leadership Team. Students will be required to sit in inclusion with a key member of staff, to complete work in silence and to complete the work that is set. This is a very serious sanction; it signifies that the student has made choices that are unacceptable in our community. This time gives them an opportunity to reflect on the poor choices that they have made. Parents/Carers will be informed by a member of the Welfare Team. The Mentor and AHT i/c Year will also be informed. A ‘re-admission’ meeting must take place between the student, parent/carer and appropriate member of staff and where applicable the original detention must be completed. Failure to complete the detention will result in a further days isolation as this is simply not acceptable Behaviour for Learning. If a student is placed in Inclusion Support, it may be necessary for the Welfare Team to be involved and consider whether the student or family need further support, for example through ‘The Early Help Service’, Social Services and/or the School Nursing Service.
The Head teacher can determine periods of exclusion up to 45 days in any one year. This is usually as a result of a serious incident or the regular repetition of poor behaviour. There will be a re-integration meeting held where a post exclusion contract will be signed and targets set. If the student has been excluded two or more times a member of the Governing body will be invited to attend the re-admission meeting.
If the exclusion or cumulative period of exclusion is more than the statutory period of 45 days, as prescribed in the DFES Circulation 10/99 Social Inclusion, then a meeting of the Governors’ Discipline Committee will take place.
If a student’s poor behaviour does not improve we will look to find alternative options to avoid a permanent exclusion. These may include our internal pupil referral unit The Bridge. If this is not successful / appropriate we will look for support from In Year Fair Access and consider the Pupil Referral Unit / ‘Manage Move’ / Monitored Transfer/Alternative Curriculum options.
The Head teacher may, in certain circumstances, permanently exclude a student. A meeting of the Governors’ Discipline Committee has to be convened to ratify this decision. Once permanently excluded, the LA has a responsibility to offer educational support or to assist the parents in finding an alternative school. The parents also have a right of appeal to an independent tribunal. This tribunal’s decision is binding.
Behaviour Improvement Provision
It is the belief of the school that our students at Aylesford School-Sports College are polite, respectful young people with a desire to do their best and achieve their goals. It is the case, that for some students, they will need support to ensure they can display the best behaviour for learning that they can. Therefore, our provision to achieve this is set out below:
Modelling of positive behaviours from all staff members, mentor group sessions, peer relationships and restorative approaches. At a curriculum level, it is evident through well-planned lessons, differentiation, preferential seating and the classroom environment. All staff are trained in de-escalation techniques and safeguarding.
Where the student requires a more targeted approach, the following provisions may be necessary:
- Identification on a ‘Vulnerable Student’ Register shared with all staff
- Placed on the SEN Register at SEN Support
- CAST – Voluntary mentoring organisation to support students
- Mentoring – ‘Assertive Mentoring’ programme
- Positive Interaction Programme – supporting students in making the right choices
- Behaviour Improvement Programme – to support students making the right behaviour for learning choices
- Confidence Development Programme – providing strategies for students to be confident
- Professional Guidance Meeting for staff – giving staff strategies to support the learning of students with challenging behaviours
Where the student requires a more personalised and long term approach, the following provision may be necessary:
- School Nursing – school nurse referral to support specific health needs
- LIFT – Consultation with specialist teacher service to commission services
- NLP – Neuro Linguistic Programme to support students’ social, emotional and mental health needs
- Bereavement Counselling – referral to a specialist bereavement counselling service
- Slideaway – charity to support students cope with bereavement
- Early Help Support – Looking at external agencies to support the student and family
- The Bridge Provision – an internal specialist pupil referral unit to support students with challenging behaviours
- Cedars Provision – an external specialist pupil referral unit programme to support students with challenging behaviour
- Social Service referral – raise concern with social services to see what other support is available for the family
- Manage Move – 6 week trial to another school
- Monitored Transfer – 6 week trial to another school. The student will not return to ASSC.
- Alternative Curriculum – a student will complete their education at an off-site provision
- Flexible timetable – agreed personalised timetable to avoid exclusion
Click here to view our student recognition and behaviour for learning flowcharts.