Behaviour

Behaviour

Standards of Behaviour

Our aim is to establish the highest possible standards of behaviour at Aylesford School.  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.

 At Aylesford School behaviour for learning and rewards are recorded, tracked and monitored through Behaviour Watch.

The behaviour policy should be applied with fairness and consistency at all times. Students should be challenged on any disregard for the policy both in and outside of the classroom. All sanction and incident s must be logged on behaviour watch.

The schools behaviour policy and expectations clearly focuses around positive behaviours that we want our students to display. This is focused around 3 clear school rules that are easy for staff and students to understand. 

  • 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.  

Rewards

 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.

 Rewarding and Recognising students will be underpinned by a set of ‘Character Strengths’ that are used as a way of rewarding students.

 The ‘character strengths’ were developed through consultation with staff, students and parents with all stakeholders having a say in which character strengths we should be committed to developing at Aylesford School.

The 10 ‘Character Strengths’ that we will be committed to developing and rewarding in our students are 

  • Respect

  • Confidence

  • Self-Discipline

  • Integrity

  • Open-Mindedness

  • Courage

  • Compassion

  • Motivation         

  • Resilience

  • Curiosity

The following will be displayed in classrooms around the school and referred to when talking about

 

character strengths Students will gather character rewards throughout the year and these, combined with attendance and academic achievement will allow students to attend a graduation event at the end of the school year. 

The expectation is that students have an opportunity to achieve these in every lesson that is taught. Staff will log  ‘Character Strengths’ on behaviour watch. When these are logged using behaviour watch it automatically generates an email home to parents identifying the specific reward they achieved, the subject and the teacher it is from. 

Students will also be recognised in other ways 

  • Receiving positive postcards, letters and phone calls home from staff

  • Receiving Head Teacher Commendations

  • Receiving recognition for your attendance through attendance streaks

  • The unsung hero awards event

The schools behaviour policy and expectations clearly focuses around positive behaviours that we want our students to display. This is focused around 3 clear school rules that are easy for staff and students to understand. 

  • Be Ready

  • Be Respectful

  • Be Safe

 The following will be displayed in classrooms and referred to when speaking with students  

 

 At Aylesford school we do not believe that a punitive sanction systems of detentions has any positive impact on students or builds towards a positive culture of behaviour with in the class room.

Teachers should feel empowered to use the tools they have at their disposal to lead behaviour in their areas, and when students expectations fall below what is expected deal with this with in a way that helps students make better choices in the future.

Possible tools a teacher might use when students fail to meet expectations:

There are times when the behaviour of a student falls below the expectations when this happens the following might happen:

Repair and Rebuild: The teacher will arrange a time for the student to come back and see them. This may be before school, break or lunch or after school. The focus of this meeting is a positive conversation between the student and member of staff and the aim of this is about the student taking responsibility and moving forward positively.

Lesson Catch up: This might happen when student has not produced enough work in the lesson or it is below expected standards. The member of staff will arrange for the student to come back after school to catch  up or complete.

Loss of Social time: When poor behaviour is seen at breaks, lunches, or before and after school the member of staff can choose to take away  break or lunch time.

Removals: There are times when the behaviour of a student falls significantly below the expectations and it is necessary to remove them from the classroom to allow learning for others to proceed.

A member of SLT will review the removals each day and make an appropriate decisions regarding the consequences.

Conduct Card

Staff and students have all have a responsibility to create a school which feels calm and safe between lessons, at break and lunch times, and before and after school. By Adhering to the code of conduct students are able to show they value self-discipline and integrity as well as respect for each other by ensuring that adhere to this

  • I will move around corridors calmly and quietly

  • I will walk on the left on corridors and stairs

  • I will walk calmly and safely on corridors and stairs

  • I will use appropriate language at all times

  • I will try to talk quietly and considerately

  • I will eat or drink outside the school buildings

  • I will use bins provided for litter

  • I will wear the school uniform correctly at all times

  • I will be on time to lessons

  • I will ensure I am not blocking the corridor or stairs for others

  • I will act with integrity and do the right thing, even when no-one else is watching

    Code of Conduct Card:

    It is our hope that all students will follow this code of conduct. However, students that choose not to will have their conduct card signed by a member of staff. 3 signatures or no card will result in a meeting after school with the student and their mentor.

 

 

 

All meeting afterschool with the mentor to discuss the code of conduct and the schools expectations staff can sign this card and on the 3rd occasion of this being signed the card will be referred to the students mentor. Once the mentor has received this card they will set a conduct catch up on behaviour watch. This will be a



Device Policy

 

Mobile devices are prohibited from the moment the student enters the gates of the school. Students may have their devices in their bags or inside blazer pocket but it must be switched off. Any devices seen to be used will be confiscated and handed into reception at the earliest convenience, where it will be recorded and kept safe until the end of the day.

Students are not allowed to collect their devices until after Period 5. If a mobile device is confiscated on more than one the device will be kept in reception until arrangements can be made for a parent to come in and collect it on their child’s behalf.

Students bring in mobile devices at their own risk and the school will not accept liability for damage, loss or theft.

 

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, Assistant Headteacher responsible for developing Character Strengths (Mr D Wright) 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.

 

 

 

Welfare Inclusion

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.

Permanent Exclusion

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:

Universal

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.

Targeted

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

Personalised

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

 

For further information about the school behaviour policy you can contact the following people:

 

  • ·         Year 7           Progress Leader   Miss Duff
  • ·         Year 8           Progress Leader                   Mr Martindale
  • ·         Year 9           Progress Leader                   Mr Neeve
  • ·         Year 10         Mr Taylor
  • ·         Year 11         Mrs Johnston
  • ·         6th Form       Mr Smissen
  • Assistant Headteacher Responsible for Character Education – including Character Strengths, Behaviour and Attendance – Mr D Wright

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