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Wennington Hall School

Behaviour for Learning

Policy

Jan 2019

Policy date: Original policy June 2017

Modified: October 2017

Modified: April 2018

Modified: Jan 2019

Approved: 13 February 2019 (L. Brennan Chair of Governors)

Review date: September 2020

Author: Behaviour Working Party (EA KC AR DC AD JW)

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Contents

FRONT COVER CONTENTS Preamble

1 2 3-4

Policy overview Preferred practices

5 6

Rights and responsibilities 7 Classroom discipline plan (students) 8 – 10 Core routines for teaching staff School wide duty of care Outline roles and responsibilities School wide consequences Consolidating good behaviour (by staff) Modifying unacceptable behaviour Determining the level of intervention What good behaviour brings (for pupils) Home School responsibilities Power to search Use of reasonable force / Teachers powers Behaviour in residence or outside Smoking / Journeys / Pastoral support/Monitoring and evaluation Support for parents / carers / staff Decisions matrix Agenda for meeting with parent / carer Daily progress record Weekly report card Stop – Start Subject report card 5w Re-admittance form Behaviour contract following exclusion or other serious event Behaviour assessment profile Pupil Behaviour profile Behaviour register Individual behaviour checklist Behaviour support review Safeguarding report form Incident Form (School day) Incident form (On House)

11 12 13 - 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 - 37 38 - 40 41 42 43 44 45

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WENNINGTON HALL SCHOOL DEVELOPING AND CONSOLIDATING GOOD BEHAVIOUR FOR LEARNING Our policy is to work with our pupils to marginalise bad behaviour by promoting good behaviour; intervening to both consolidate behaviour that is good, and enable behaviour that is not good to improve. We believe that:

We do not have to be the victims of bad behaviour. We can be the managers of good behaviour.

Good behaviour does not happen automatically.

Our policy for developing, consolidating and promoting good behaviour needs to permeate life in all aspects of our School.

Good behaviour is something we expect of our young people therefore it is something that is to be learned through our teaching, the care we give, and the way we model our expectations.

All young people must have the opportunity to feel respected and valued in our School.

Developing, consolidating and promoting good behaviour is too important to be left to individual staff. We have to work together and be consistent.

Our policy, and the practice that emanates from it will succeed if we all take a part in owning it.

The implementation of our policy for developing and, consolidating and promoting good behaviour needs to be monitored and evaluated.

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Our aim as a staff is to promote, develop and sustain positive behaviour that improves the life chances of our pupils as they prepare for their working lives. All members of our school community are committed to this aim: students, parents/carers, governors and staff. We will work to achieve a shared understanding of and consistency in understanding and applying strategies that either enable our pupils to improve their behaviour, and where that is not easily possible, manage it to best effect. We will endeavour to ensure that all students know the standards expected of them, based on known boundaries and consequences for their actions. These will provide a clear framework for all behaviour related issues. We will offer our pupils an appropriately structured and as far as possible, personalised curriculum that will engage them in learning academically, socially and personally. Through planning for their needs, getting their active involvement in their own learning, with clear targets, structured feedback, support and in some cases individual intervention, we are working with our pupils to overcome any disaffection and sense of failure caused by what they may have experienced as a fractured education to this point. In working towards being as consistent as possible with each of our pupils, we will take account their individual needs, even if this means that our response to their behaviour may well be different for each individual. We are determined to work in a student-centred consistent way so that they can over time develop levels of trust in us that will allow us to take them into the unknown in terms of what they know, can do and understand. This policy operates in conjunction with the school’s aims, and all behaviour-associated school policies, in particular, the following:

Home-school Agreement;

Rewards;

Anti-Bullying;

Anti-Drugs;

Smoke Free;

Health and Safety;

Child-Protection;

Attendance;

Homework;

and all Safeguarding policies. This policy recognises the latest DfE Guidance and complies with statutory requirements, including:

Behaviour and Discipline in Schools (2016)

Keeping Children Safe in Education (2016)

Searching, Screening and Confiscation (2014)

Exclusions from Maintained Schools (2012)

Use of Reasonable Force (2013)

Drug Advice for Schools (2012) This policy aims to:

ensure effective teaching and learning can take place in a happy, safe and well ordered environment.

give guidance to all staff (in their different roles) on how to manage behaviour, and work towards transforming behaviour

promote positive and good behaviour, self-discipline, and attendance

ensure the highest standards of behaviour possible for each and every pupil are maintained.

ensure what we do with regard to Behaviour Management is consistent, through clear guidance to staff.

encourage personal responsibility and to promote a culture of mutual respect.

value and celebrate each individual’s progress personally socially and academically, rewarding improvement in behaviour when it occurs.

ensure equity of treatment for all

provide a safe environment free from disruption, violence, bullying and any form of harassment.

provide a clear overview of approach and values for parents/ carers to develop a shared understanding of the school’s policy and associated procedures.

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OUR PREFERRED PRACTICE

our practice on teaching and

learning

our practice on inclusion

our practice on well being

our practice on care and guidance

SCHOOL WIDE CONSEQUENCES

classroom discipline plan

duty of care

rewardssanctions

interventions to consolidate

acceptable behaviour

interventions to modify

unacceptable behaviour

behaviour code

THE WENNINGTON HALL SCHOOL

POLICY FOR DEVELOPING BEHAVIOUR FOR LEARNING

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THESE PREFERRED PRACTICES

ARE AT THE HEART OF OUR POLICY

using Rights, Responsibilities, Rules and Routines as a basis for consolidating, transforming and improving behaviour for learning;

using a non confrontational approach;

emphasising the fact that behaviour is a choice, and that it is owned;

using a least intrusive to most intrusive style of managing unacceptable behaviour;

utilising related consequences;

developing positive corrective styles;

promoting and supporting positive behaviour;

using the principle of “cool off time”;

supporting the dignified use of “time out”, “isolation”, or carefully considered "restrictive physical intervention"

utilising the support of colleagues

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Everyone

at

WENNINGTON HALL SCHOOL

has the following

RIGHTS and RESPONSIBILITIES

• RESPONSIBILITIES

RIGHTS

• To allow others to learn and teach and do what is expected

• To come ready for learning, teaching and what is expected of you (on time, dressed for work, fully equipped, with a positive attitude)

• To try hard to achieve in all aspects of School life

To learn and teach and do what is expected

• To treat others fairly, politely and with respect

• To work, play and move around safely

• To break the silence on bullying or any form of abuse

• To try and understand each other and help others belong

• To be honest

To feel and be safe physically and emotionally

• To respect other people’s possessions

To know our possessions are safe

• To show self respect

• To show respect for others

• To respect and care for our environment

To have a positive, happy and safe environment

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Classroom discipline plan for students

1

• We respect the rights of others, and carry out our responsibilities

2• We arrive on time to lessons

3• We are dressed according to our dress code

4• We have the correct equipment for the lesson

5

• We sit down, remove coats, listen, and are prepared to learn

6• We listen when others are talking.

7• We follow instructions

8

• We respect the rights of others to make contributions without interruption

9• We discuss our work with others in a quiet voice

10

• At the end of the lesson we make sure that everything is tidy and wait to be dismissed

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All staff, particluarly those leading the learning tasks are responsible for having these or a similar set of routines on display wherever they are teaching, and all staff should refer to them.

All sections of our School may have subject and or site and or location specific routines, and rules.

These routines should:

• have been created in partnership with students

• be on display

• be referred to when responding to student behaviour

• take account of curriculum considerations and the learning needs of our students

• include the use of a seating plan so it is clear who sits where

• clarify work requirements and expectations

• use a least intrusive to most intrusive approach for when a corrective intervention is needed

• have a “time out” or “exit” plan agreed with other adults working in the lesson or location

Rules and routines should cover the following:

• The way we talk/communicate

• The way we learn

• The way we move

• The way we treat each other

• The way we solve problems

• The way we keep ourselves and others safe

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USING THE FOLLOWING TWO WORDS: “THANK YOU” When we ask a pupil to do something, we will say “thank you” at the end of our request. This sets out an expectation of compliance with our reasonable request, because we are saying thank you before there has been compliance. This approach can use used to flavour the classroom or residential rules and or routines. An few examples are shown below. They can be separated into distinct small posters that set out expectations in black and white!!.... easy to read, accessible, and not lost in a list,

THANK YOU

For being here on time, and ready to learn

For taking your coat off

For sitting where you have been asked to sit

For waiting quietly while we get going

For switching off media devices

For keeping media devices out of sight

For letting the staff help you learn

For letting your classmates learn

For respecting others

For respecting equipment and the classroom

For keeping our classroom tidy

For following instructions

For letting an adult know if you are worried

about something

Doing the right thing, even if you have not been

asked

For doing your best

etc

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CORE ROUTINES FOR STAFF IN LESSONS

Have a seating plan so our pupils know where to sit from the start

Have the lesson fully prepared

Have a settler activity ready for pupils to do as soon as they enter

A member of staff to be by the door, just outside the clssroom, at the start of each lesson

Meet and greet pupils showing through the questions asked that the pupil is known in a personal way, encourage the pupils(s) to start the settler

Till the corridors clear, help colleagues by keeping pupils moving along

When the corridors are clear, all staff into the classroom

REGISTRATION

Pupils are to remain in classrooms

If you feel a pupil needs to be allowed to go, it should only be by using the exit or timeout agreement with the other staff present

Reward and praise positive behaviour, letting students know that they are being appreciated

Develop and use a system of low level “consequences” within the class

Actions for unacceptable behaviour are applied at the end of the lesson

Ensure the classroom is tidy and equipment checked at the end of the lesson before pupils are dismissed

A member of staff should stand by the door at the end of the lesson to supervise the exit of pupils

Supervise the exit of pupils, and encourage them to move on

Record all positive and negative events on the system being used

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Our School-wide “duty of care”

Routines for students when out of class areas and for when they are engaged in out of class or out of school activities will be on display or explicit in a way that they can be referred to when corrective interventions are made.

Our "duty of care" routines with regard to supervision will be explicit about which member of staff should be where, and what is expected of them in terms of supervision. Our duty of care will involve us in:

• Corridor supervision

• Public area supervision

• Playground/outdoor supervision

• Dining room/indoor social area supervision

• Out of school learning supervision (sporting events, visits/trips/excursions etc.)

• Residential supervision

We are all responsible for following up on incidents for which we have had to make an intervention, no matter where they occur.

Staff with responsibility for School leadership and management will ensure that there is clarity about School-wide “duty of care” procedures.

Central to any policy is its consistent application and a shared responsibility for its implementation.

See it - Sort it

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Roles and Responsibilities: We all have a responsibility to work within our behaviour policy, and to regularly review and improve it. The Governing Body will:

approve the policy and monitor it’s implementation;

form a pupil discipline panel to consider decisions taken that result in pupils being excluded for more than 10 days.

receive and consider appeals against exclusions from parents and carers;

consider recommendations by the Headteacher to permanently exclude a pupil from Wennington School The Headteacher will ensure that the behaviour policy is implemented and regularly reviewed. It is only the Headteacher, or someone authorised so to do in his/her absence that will ratify exclusions where these are deemed necessary following consideration using the decision matrix A Member of the Senior Leadership Team will be responsible for the day to day management of procedures; the Pastoral manger in the first instance. Classroom Teachers are responsible for developing routines and rules for their classroom through which the expectations for behaviour are explicit, using the guidance given in the policy. Consequences (positive and negative) should be used in a systematic and consistent way. Residential Education Social and Welfare Officers are responsible for developing rules and routines for the residential setting, alongside consequences that consolidate and sustain good behaviour, and develop good behaviour where it is needed. All staff, have the responsibility to follow up on any sanction to ensure it has been actioned and recorded. They should review their understanding of the antecedents to any behaviour, and the effectiveness of the consequence in improving and sustaining good behaviour, and changing behaviour that needs improving. They should liaise with the Pastoral manger and the LEAD Teacher on issues that arise. All Staff should be able to relate the behaviour of any pupil to what is expected in any part of the school or on any activity out of school because the routines and rules will be explicit and staff will be able to refer to them so as to direct our pupils into what is expected using the methods set out in the policy. All staff have a duty of care at all times when pupils are “in school” or “in residence”

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OUTLINE ROLES AND RESPONSIBILITIES

The Tutor/The Key worker

•has students allocated for welfare, care and guidance

•is the key person within the referral system

•needs to regularly access all information about their students.

•will keep informed enough to be able to monitor and support their students in a proactive manner, liaising with staff as and when necessary

•will be informed and involved where possible in all contacts with parents/carers.

The staff

•secure outstanding teaching and learning, inclusion, well being, care and guidance in both residential and education settings

•look for and reward positive behaviour as a priority

•prevent and minimise where there is a likelihood of negative behaviour

•encourage positive behaviour and correct negative behaviour

•apply appropriate consequences for both negative and positive behaviour

•repair and rebuild after correction and consequences for negative behaviour have been used

•ensure that all positive and negative events are recorded

•attend and or contribute to meetings and reports which lead to additional support and or interventions for students in their cohort so as to secure the best possible behaviour for learning

The Pastoral Manager

•is a senior member of staff who works with our young people in partnership with: the Tutor, the Key worker, the teachers and instructors, the support staff and the SENCO.

•will monitor and respond to the behaviour for learning exhibited by students in ensuring that both interventions to modify unacceptable behaviour and interventions to consolidate acceptable behaviour are made in a proactive way

•will be available to communicate with / contact / meet parents/carers

•will keep Key workers and Tutors and others informed about their students

•ensures that students can be isolated if necessary

•works with students on more intensive interventions to improve behaviour for learning

•is on patrol and available to respond to requests for support from staff or students

•liaises with the Tutors, Keyworkers, and the SENCO, other staff, on further intervention if necessary

The Teachers and Instructors

•take responsibility for the learning progress being made by young people in specific subject / curriculum areas, and devise the learning programmes

The Support Staff (RESWO, TA, HLTA)

•is a member of staff who takes responsibility for the learning progress being made by identified individual young people or groups of young people, in education and or care settings.

•supports the teacher/instructor in preparing materials for and actually delivering the programme of learning

The SENCO

•ensures that all staff are aware of the individual needs of every young person

•ensures that staff are planning to ensure that young people achieve thier targets in terms of learning and behaviour as identified in plans(eg EHC) to which we are held accountable

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School – wide consequences

LEVEL PUPIL BEHAVIOUR ACTION

1 Pupil respects the rights of self and of others – is cooperative and self-controlled.

Positively reinforce the behaviour with appropriate comments and specific feedback. Involve colleagues in the celebration of the pupil’s achievements

2 Pupil basically respects the rights of others but has difficulties, which affect self-esteem. Some degree of frustration, low concentration levels. Minor disruptions such as rudeness, annoying others, no homework, problematic punctuality and/or attendance, incorrectly equipped for the lesson. Minor disruption in the residential setting.

Seek solution to the problem with the pupil. Consult with other colleagues. Communicate with parents/carers. Reinforce success. Set up a subject or a residential behaviour contract with pupil. Set up behaviour contract with home. Ensure problems and action taken is recorded and shared with others and recorded. Set up a meeting with the class or house members. Get collegial help from other staff in defining the problem and applying a solution. Apply sanctions at the appropriate level

3 Pupil persistently violates the rights of others in a minor way. Has continuing but minor problems such as violating the rights of others, continued level 2 behaviour, poor attitude to learning and work, rude and unresponsive in class. The pupil requires firmer managing in the residential setting because of the impact of his behaviour on himself and others.

Consult with other colleagues, particularly the subject leader, the pastoral manager, the SENCO. The Pastoral Manager might contact parents/carers for a meeting. The Senior Teacher, SENCO and Pastoral Manager to be involved if the problem is across a number of areas. Apply sanctions at the appropriate level Where concerns are across areas of School life, the Pastoral Manager might draw up a school-wide behaviour contract, which involves positive consequences if targets are met. SENCO/PM/ST/Tutor/KW/TA, should be involved in developing and supporting interventions aimed at modifying the behaviour.

4 Pupil continually breaches the rights of others. There are regular and serious infringements of the rights of others, e.g. verbal or physical assault, intimidation, vandalism, defiance, disruption. There is isolated serious breaking of rules, continued deterioration in behaviour, ignoring any attempts to help in either residential and or education settings

Participate in Case conference held about the pupil chaired by the Pastoral Manager Parents/Carers contacted by Pastoral Manager and a meeting held to set up a Pastoral Support Plan attended by the Tutor/Key Worker and or other agencies All incidents and actions taken fully documented and filed. Pupil internally excluded, with provision made for more intensive interventions. Support from identified staff depending on the nature of the trigger. Daily behaviour report administered and monitored by the tutor and or key worker, reporting back to the Pastoral Manager. All agencies must be involved by the Pastoral manager and the SENCO so as to ensure that the Pastoral Support Plan is resourced as well as possible SLT alerted to the possibility that the pupil may have to be in some form of isolation (internal exclusion) and or excluded for a fixed period. Repeated unacceptable behaviour at this level will result in a Formal Warning issued by the Pastoral Manager in writing.

5 The pupil seriously violates the rights of others and shows no signs of wanting to change. The pupil uses seriously abusive language, is dangerous, has a poor effect on peers, and is uncontrollable and uncooperative.

Issues referred directly to SLT who may after discussion with the pupil, parents, carers and staff involved, seek to support the request to consider a period of offsite provision and or Fixed Period Exclusion. If exclusion is sanctioned, then the Pastoral Support Plan needs to be reviewed before the pupil returns to the School. If the need to exclude is repeated, than the involvement of the outside agencies is to be accessed through meetings. Involvement of Governors will be sought if a permanent exclusion is being considered.

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CONSOLIDATING GOOD BEHAVIOUR

Positive relationships make everyone feel good.

• Staff will praise pupils wherever possible in an effort to ensure further motivation for improvement.

• The ultimate rewards for our pupils are the skills, knowledge, qualifications and attitudes, which will enable them to choose their own future and fulfil their potential.

• The reward for us is the satisfaction of knowing we have made a difference to the life chances of the next generation

Our response to good behaviour

• A smile, a nod, a “thumbs up”

• Private praise

• Public praise

• Positive note on work

• Positive points recorded, tallied, and resulting in a positive consequence

• Positive event recorded

• Letters of praise sent home

• Displaying work

• Commendations for sustained good work or effort

• Prizes, trips, vouchers.

• Academic Certificates

• Parental/Carer contact

• Positive personal letter sent home by class teacher

• Positive personal letter sent home by SLT

• Achievement celebrated in assembly

• Letter from Governors

• Letter from someone that matters to that pupil

• Presentation at an Awards Ceremony

• Personal meeting between parent, pupil and Headteacher

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MODIFYING UNACCEPTABLE BEHAVIOUR

Be prepared

•Arrange the classroom appropriately... use a seating plan... it's about you being in charge and deciding where pupils sit for what pupose... routines such as this make it easier for other colleagues who might have to cover your lesson

•Plan for personalised learning

•Give clear instructions... have routines on display

•Catch pupils being good... praise quickly and consistently... 3x more praise than reprimand... highlight the good

•Ignore trivial misbehaviour... reprimand infrequently, calmly, quietly and privately

•Vary reward strategies

•Encourage pupils to be independent and interdependent, and to take personal and corporate responsibility for behaviour

•Show good humour frequently and firmness when needed

•Expect and model positive behaviour

•Encourage ALL pupils to take every opportunity to become and remain engaged in their learning

Use Rights Responsibilities, Rules and Routines (The 4Rs)... the verbal warning (C1)

•Describe the behaviour to the pupil

•If pupil does not modify the behaviour, describe it again

•if the pupil does not modify the behaviour, ask the pupil which of the 4Rs they are not following

•f the pupil does not modify the behaviour,ask the pupil what they should be doing

•Give the pupil "take up time": move away and give the pupil time to process what should be done, and do it.

•If the pupil modifes the behaviour, find a moment to thank them discretely and move the learning on... the modification process starts again on further unacceptable behaviour

•If the pupil has still not modified the unacceptable behaviour, describe the behaviour to the pupil, describe the "R" which is being affected, issue a verbal warning... tell the pupil that you are issuing a verbal warning... and record it as a C1 and give take up time.

•Once a C1 has been issued, DO NOT RESCIND IT.

•Once a verbal warning (C1 has been issued) if the unacceptable behaviour continues, then start the process again.

Use Rights Responsibilities, Rules and Routines (The 4Rs)... the FINAL verbal warning (C2)

•Follow the process for C1, to the point where a FINAL VERBAL WARNING is issued and recorded as a C2

•Once a C1 and a C2 is issued, DO NOT RESCIND THEM.

Use Rights Responsibilities, Rules and Routines (The 4Rs)... the 10 min DETENTION consequence (C3)

•Follow the process for C1, to the point where a 10 min DETENTION is issued and recorded as a C3... issue this in written form to the pupil.

•Once a C1, a C2 and a C3 is issued, DO NOT RESCIND THEM.

•10 min DETENTIONS can be arried out at the start of lunch or at the end of the day

•WE CANNOT KEEP PUPILS BEYOND THE END OF THE DAY IF THEY ARE BEING TRANSPORTED

•More than one 10 min DETENTION can be issued as a result of a pupil not modifying diffent types of unacceptable behaviour

•KEEP RECORDS AND CONSEQUENCES OF UNACCEPTABLE PUNCTUALITY SEPARATE FROM UNACCEPTABLE BEHAVIOUR

VIOLATION OF THE RIGHT TO BE AND FEEL SAFE.... USING "ON CALL"

•All staff and pupils have the right to be and feel safe emotionally and physically, and if a pupil does not modify behaviour which violates this right, then contact the office by sending an e mail so that an available member of staff can be called for.

•The staff called will endeavour to resolve matters and get the pupil returned to the classroom... if this is not possible, the pupil will be isolated (C4: TIME OUT) for the rest of that lesson and the member of staff will be expected to follow up on their own or with the support of a colleague.

TIME OUT (C4)

•Follow the process for C1, to the point where a C4 TIME OUTis issued as described above

•The ON CALL member of staff will work through a 5W form and aim to get the pupil returned to your lesson

•ACCEPT THE PUPIL BACK INTO YOUR LESSON... ensure that the C4 is recorded.

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DETERMINING THE LEVEL OF INTERVENTION

We have set out a matrix of unacceptable behaviour and the sanctions that might be considered as starting points for intervention.

These sanctions will:

• Have proper regard to student’s welfare and educational needs

• Have regard to interventional measures that is most likely to prevent future breaches of school policy on behaviour

• Be proportional to the seriousness and persistence of the breach of school policy.

The advantage of such a matrix is that it allows us to target our resources on students who persistently violate our rules and routines, whilst also allowing students who have rarely transgressed to earn their way out of consequences that are severe.

It takes into account the following, in line with the special needs an individual might have:

• The nature of the behaviour

• The severity of the behaviour

• The frequency of the behaviour

• The duration of the behaviour

• The generality of the behaviour

THE CONSEQUENCES LADDER

• Consolidate good behaviour

• Verbal Warning and related sanction

• Final Verbal Warning and related sanction

• Detention during a break or at the end of the day (10 minutes)

• Loss of privelege.

• Provision in isolated setting

• Fixed Period Exclusion (1, 2, 3, 5 days)

• Permanent Exclusion

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WHAT GOOD BEHAVIOUR BRINGS

Positive relationships make everyone feel good.

• We will praise you wherever possible to motivate you to copntinue to improve.

• The ultimate rewards for you are the skills, knowledge, qualifications and attitudes, which will enable you to choose your own future and fulfil your potential.

• The reward for us is the satisfaction of knowing we have made a difference to your life chances of the next generation

Our response to good behaviour

• A smile, a nod, a “thumbs up”

• Private praise

• Public praise

• Positive note in planner

• Credits/Merits recorded, tallied, and resulting in a positive consequence

• Positive event recorded

• Letters of praise sent home

• Displaying work

• Commendations for sustained good work or effort

• Prizes, trips, vouchers.

• GCSE/BTEC/ASDAN and other Certificates

• Parental/carer contact

• Positive personal letter sent home by subject staff

• Positive personal letter sent home by tutor / Key worker

• Achievement assembly

• Letter/Certificate from Subject Leader

• Letter/Certificate from the Senior Teacher, the Pastoral Manager, the SENCO

• Letter/Certificate from the Headteacher

• Letter/Certificate from Governors

• Presentation at an Awards Ceremony

• Personal meeting between parent/carer, pupil and Headteacher to acknowledge and celebrate achievement.

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HOME SCHOOL RESPONSIBLITIES All Staff should:

Create and maintain a calm, safe and secure learning environment

Ensure that the policy and procedures are followed and consistently and fairly applied

Encourage pupils to take responsibility for their own behaviour

Recognise and celebrate pupil’s achievements

Seek to raise the self-esteem of all pupils and develop their full potential

Support colleagues

Respond to behavioural concerns and ensure that Senior Staff are informed so that events can be reviewed and our actions evaluated.

All pupils have a responsibility to:

Work to the best of their ability and allow others to do the same

Be well behaved, polite and respectful to others, both in and out of school

Follow the instructions of all school staff

Respect the school environment, facilities and resources, which includes keeping the school litter-free

Attend school and be ready for transport on time

Wear uniform correctly at all times

Complete class work and home learning to the best of their ability

Abide by the Home-School Agreement

Arrive to lessons on time and ready to work

Make the most of the opportunities offered by the school

Report anything they observe that is in breach of the policy, or is for them a cuase for concern Parents/Carers have a responsibility to:

Support the school’s Behaviour for Learning Policy

Take an interest in their child’s work and achievement

Share concerns about their child’s education, welfare and behaviour within the school

Attend their child’s review meeting

Encourage and support their child to achieve 100% attendance

Inform the school of any absence or issue their child is facing

Ensure their child is ready for being transported to and from school

Abide by the Home-School Agreement

Ensure their child wears correct uniform

Ensure their child completes home learning to the best of their ability and on time

Work in a supportive and cooperative partnership with the school

Report any concern related to behaviour.

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Power to Search The SLT has the authorisation of the Headteacher to enact the DfE right to search a pupil. This policy does not sanction other staff to undertake a search. This will normally be done with the pupil’s consent, by asking them to empty the contents of their bag or pockets. Failure to consent to a search could be interpreted as potential guilt and, therefore, may result in exclusion. A member of staff must be present as a witness for any search: Searches will always have two members of staff present; one member of staff will be the the gender of the pupil. Where a member of staff has reasonable grounds for suspecting that a pupil may have in their possession a prohibited item (see list below), they must contact SLT immediately (via the School Office) and keep the pupils separated and supervised. The Office will enlist help to separate pupils and interrupt any meeting necessary. Banned items include:

Items that could be used as a knife and or weapons

Alcohol

Illegal and prescribed drugs that should not be in the possession of the pupil

Stolen items

Tobacco and cigarette papers, matches and lighters

Fireworks

Pornographic images

Any article that the member of staff reasonably suspects has been, or is likely to be used to commit an offence or to cause personal injury to, or damage to property of, any person (including the pupil).

If a pupil refuses to cooperate with investigations deemed necessary, the SLT will contact the police to undertake the search and inform parents: failure to make contact with parents/carers will not delay this action). School is not required to inform parents before a search takes place or to seek consent before a search takes place. School will inform the parents/guardians where alcohol, illegal drugs or potentially harmful substances or weapons are found, though there is no legal requirement to do so. All illegal confiscated substances will be given to the police.

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Use of reasonable force Whilst the use of reasonable force is permissible by law (Section 92 Education and Inspection Act 2006) WHS School’s policy is for staff to avoid physical contact with a pupil if possible during an incident where the pupil may be confrontational or aggressive. Staff will endeavour not to block a pupil’s path, or means of exit, unless it is to prevent pupils from exacerbating a situation in which another pupil is already in distress. Staff should not attempt to remove disruptive pupils from the classroom where they have refused to follow an instruction to do so… there is an On-Call system to support them. All physical contact should be within the context of Team Teach principles. The term ‘reasonable force’ covers the broad range of actions, but is usually used either to explain control or restraint. This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a pupil needs to be restrained to prevent violence or injury. ‘Reasonable in the circumstances’ means using no more force than is needed. Restraint or ‘reasonable force’ may be helpful in some extreme circumstances, for example to prevent pupils from hurting themselves or others, when two pupils are fighting and refuse to separate without physical intervention. The decision on whether or not to physically intervene is down to the individual circumstances. When a serious incident occurs all staff should send for assistance. Wherever a member of staff is placed in difficult circumstances they should focus on their safety and that of those nearest to the pupil causing the disruption, where possible removing them from the scene. The School does not require parental consent to use force on a pupil, but will always inform parents if this occurs. DfE guidance of teachers’ powers Key points:

All staff have statutory authority to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction (Section 90 and 91 of the Education and Inspection Act 2006)

The power also applies to all paid staff (unless the Headteacher says otherwise) with responsibility for pupils, such as teaching assistants and RESWOs

All staff can discipline pupils at any time the pupil is in school or elsewhere under the charge of a member of staff, including on a school visit.

Staff can also discipline pupils in certain circumstances when a pupil’s misbehaviour occurs outside of school.

Staff have the power to impose detention outside school hours.

Staff can confiscate pupils’ property.

24 | P a g e

Behaviour in the residential setting The school wants all pupils to find the residential side of its provision an enjoyable and supportive experience. Staff will ensure that pupils have an opportunity to socialise and to get involved in activities outside of the school day. In order to ensure a positive environment is maintained and all pupils are treated fairly additional sanctions may be offered for those not meeting house expectations. This may take the form of:

Verbal warnings

Early bed

Completion of school work in own time

Extra house duties

Senior staff report

Restricted to the yard during break

Sent to bedroom

Letter sent home

Private reprimand

Loss of breaks

Ban from activities

Pupil contract. Behaviour Outside of School The school takes its community responsibilities very seriously and strives to train pupils to be responsible citizens. Incidents reported by the community, parents, pupils or staff will be acted upon in school, in particular those when a pupil has been in uniform and/or has been seen to bring the school into disrepute. Restorative justice strategies are employed to ensure a mutual understanding of the events and the impact of these so that apologies can be sincerely made and undertakings to reduce the likelihood of similar behaviour. Pupils who are verbally abusive or who vandalise property may find that following investigation, they are internally excluded for a period of time. Subject to the school’s Behaviour for Learning policy, a member of staff may discipline a pupil for misbehaviour when the pupil is:

taking part in any school organised or school related activity;

travelling to or from school;

wearing school uniform;

in some other way identifiable as a pupil at the school. Members of staff can apply the behaviour policy to pupils on school premises, and elsewhere when the pupil is under the lawful control of the staff member. All residential trips have an agreed Behaviour Contract signed by the parent/guardian. Where a pupil misbehaves whilst representing the school, the privilege of being on a trip or visit will be withdrawn for an agreed period.

25 | P a g e

Smoking Pupils involved in smoking on school premises will receive advice and support with smoking cessation. Pupils are involved in smoking if they are actually smoking or with others that are smoking A ladder of sanctions will be applied, from short to longer detentions, to loss of free time for an extended period. Routines for Journeys and Buses Everyone has the right to experience a safe journey. Drivers have the responsibility of driving the bus safely. All passengers have the responsibility of ensuring the driver is not distracted from driving safely. Passengers should:

be in their designated seats with their seatbelts on.

not take seatbelts off until the driver has indicate that it is safe to do so.

Not behave in a wqay that is likely to distract the driver: examples are shouting, making oud sudden noises, moving about, throwing items

The routines to be followed for journeys applies from the point at which people assemble, till arrival and safe dismissal from the vehicle. Persistent and or serious disruption may result in in parents/carers being asked to arrange transport for their child to and from school. Sanctions such as detentions can be administered as appropriate. Pastoral support includes:

respite;

personal development mentoring;

reintegration from exclusion or extended absence;

anger management;

121 and group sessions;

Whytry; and a range of agency working. Behaviour Monitoring and Evaluation The school monitors positive and negative behaviours. Certain types of incident are more closely monitored and reported, such as: racist, sexist, homophobic incidents. Perpetrators will be challenged and supported in changing their behaviour. The victims of such events will be supported so as to develop their resilience. We will ensure that through our records, we monitor and evaluate the impact of the behaviour policy on particular groups of pupils and in respect of special educational needs, disability, ethnic origin, gender and children in public care. The school assures confidentiality when necessary.

26 | P a g e

Liaison with and Support for Parents/Carers Parents are asked to support the school by signing the Home/School contract. They are encouraged to be part of their child’s education with regular communication regarding behaviour through phone calls and letters home. Parents will also be involved in all main sanctions and present at readmission meetings. Parents are encouraged to begin a relationship with school staff before transferring in September through a very thorough Transition Programme and subsequent induction, which targets behaviour, attendance, safeguarding and vulnerable pupil issues, through liaison with feeder primary schools. Staff Support All staff will take ownership of behavioural matters, managing and dealing with minor and occasional misbehaviour whenever and wherever it occurs in the school. There will be times when the support of a colleague and or line manager may well alleviate the challenges posed by individuals and or groups. The line manager will endeavour to give help and support at all times in matters concerning behaviour, attendance and achievement. Pupils at risk, as individuals or groups, are a standard item on the agenda of most operational meetings. Detailed work on how the needs of an individual and or group can be met is done collectively by way of working parties and or case conferences called on an as needs basis. Systems and documents to identify, monitor and evaluate behaviours have been developed and are available to be used. Staff are informed in meetings about any concerns that have manifested themselves, and about when it has been necessary to exclude. When an incident has been resolved, every effort will be made to ensure that all involved are aware of the events, the actions taken and the outcomes. Staff development/training on classroom management and wider behaviour management is available for all staff as requested or identified through observation and review.

27 | P a g e

WENNINGTON HALL SCHOOL

DECISION MATRIX FOR SERIOUS EVENTS

Name of young person:

Date of Birth and Year group

Significant Adult working with the young person

Care Team Leader / Education Team Leader

NATURE OF THE SERIOUS EVENT BEING CONSIDERED:

Physical assault against pupil and or adult Obstruction and or jostling Violent behaviour Fighting Assault with an implement Wounding Theft Stealing from local shops/businesses/centres etc. Stealing school property Stealing personal property from pupil Stealing personal property from adult Selling and dealing in stolen property Sexual misconduct Sexual graffiti Lewd behaviour Sexual harassment Sexual bullying Sexual abuse Sexual assault

Verbal Abuse and / or Threatening Behaviour against pupil and or adult Swearing Verbal intimidation Aggressive behaviour Threatening violence Homophobic abuse and harassment Carrying an offensive weapon Racist abuse Derogatory racist statements Racist graffiti Swearing that can be attributed to racist characteristics Racist taunting and harassment Racist bullying Damage Graffiti Vandalism Arson

Bullying Verbal Physical Homophobic Racist Drug and alcohol related Smoking Alcohol abuse Substance abuse Inappropriate use of prescribed drugs Possession of illegal drugs Supplying and or dealing in drugs Persistent disruptive behaviour Disobedience Challenging behaviour Persistent violation of school rules Young person has had to be regularly positively handled

What the young person did Date: Time: Location: Victim: Witnesses

Date:

AGGRAVATING FACTORS Racially motivated; Deliberate intent to hurt; Part of a group; Use of a weapon; Premeditated; Extensive injuries causes

MITIGATING FACTORS The reaction was provoked by others; The action was impulsive; Minor injury caused

PERSONAL FACTORS Age; Maturity; SEN issues; Medical issues Supportive family, carer, other Attitude to the incident; First offence

RISK OF RE-OCCURENCE Previous record; Level of motivation to change Reponses to previous interventions and sanctions Attitude/relationship to/with victim Possible effect of peer pressure

If this is a repeat event, what had been put in place previously to reduce the likelihood of a reoccurrence?

If this was the first time such an event occurred and there were no factors to take into account, what would we do?

What are the recommended actions taking into account the personal factors, the mitigating and aggravating circumstances, and whether this was a repeat event?

28 | P a g e

WENNINGTON HALL SCHOOL Guidelines for meetings with parents / carers / and young person when there has been a critical incident The purpose of the meeting is to consider what has happened that has made this meeting so important. It may be that we have to resort to an exclusion so that we can plan for a return with less likelihood of having to face the circumstances we have currently been through. It may be that NAME returns to the School the next day subject to reviewing the current plans. Present: Agenda 1 Report on [ ‘s] prior behaviour 2 Report of the event(s) leading to this meeting 3 Parent/carers comments 4 [ ] was asked

Describe what they did… not what anyone else did.

Which rules they are likely to have broken as a result of their actions? Which rights did their actions affect? Which responsibilities did they ignore?

The right to learn and teach The right to be and feel safe physically and emotionally The right to know our possessions are safe The right to have a positive happy and safe environment

Why they did what they did, in effect give their side of the story

What they think the effect of their behaviour is on the others involved (staff, other young people, classes, school atmosphere)

What the student can do to put things right. 5a Explanation by the parent/carer why they think the School should continue to work with [ ] 5b Explanation by the student why they think the School should continue to work with [ ] 6 Questions by parties present 7 Final statement by parent/carer 8 The decision on how to take matters on is made quickly without the parent/care and young person present. 9 If the decision is to continue working with the young person, the time is used for a review of the PEP/IEP/IBP 10 Any other business

29 | P a g e

DAILY PROGRESS RECORD CARD

STUDENT: DATE:

Member of staff:

Literacy and numeracy Learning targets Attempt

made

Target

achieved

Partly

achieved

Not

achieved

1

2

3

4

5

Behaviour target

1

2

3

Tutor time

Lesson1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Breaktime

Lunchtimes

Positive behaviour (to do) tally Negative behaviour (to stop) tally

REVIEW

REWARDS

30 | P a g e

WEEKLY REPORT CARD

DAY:

Date: __________________ Target number of YES’s = ___________

Period and subject

Signature of

staff

On time

Worked hard

…engaged

Did not disrupt

Followed

instructions

Did not leave

the classroom

Number

of YES’s

1

2

3

4

5

6

Total number = _________

31 | P a g e

WENNINGTON HALL SCHOOL STOP / START PLAN

Name:________________________ Year: ___________

MY GOALS

What I am aiming for

STOP DOING START DOING

1.

1.

2.

2.

3.

3.

EVALUATING MY PLAN

Is my plan achievable?

How will I make sure that I carry out my plan?

How will I handle it if I have a “bad” day?

Where can I turn to for support

Signed: ___________________________ Date: ____________________

32 | P a g e

SUBJECT

______________________________________________________________________

4 - WEEK SUBJECT REPORT CARD

Name: ____________________________________________ Form: _________________

Dear Parent / Carer

We have concerns about how well your child is learning.

Our school aims to achieve the best possible results as a result of working together with our pupils and their parents or carers.

The time your child spends at our school is a very important time.

Every week for the next 4 – weeks , we will send you a photocopy of this report card.

Please return this copy back to school

We will keep a record of the fact that you have seen it

We will take account of any comments you wish to make.

The report card will give you information about:

1. Whether your child was present or absent

2. Whether your child was on time

3. Whether your child worked hard in the lesson

4. Whether your child disrupted other pupils

5. Whether your child disrupted the teacher

6. Whether your child had the correct equipment

7. Whether your child did the homework that was set.

Date

Present

On

time

Worked

hard

Did not

disrupt

pupils

Did not

disrupt

teacher

Had correct

equipment

Did

homework

that was set

Total number

of “YES”

comments

Teacher

signature

Parent

signature

Comment by

parent/carer

End of 4 – week comment by

pupil

End of 4 – week comment by

teacher

End of 4 – week comment by

parent / carer

33 | P a g e

THE WENNINGTON 5 Ws ______________________ ________ ______________ ________________

(name) (year group) (date) (interviewer)

What I did that caused me to be given this form

____________________________________________________________________

____________________________________________________________________

________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

Which of our rights, responsibilities, rules did I ignore?

____________________________________________________________________

____________________________________________________________________

________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

Why I did it ? / the reasons / my side of the story

____________________________________________________________________

________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

__________________________________________________

What was the effect of my behaviour on:

the member of staff... the class... other people…the environment?

____________________________________________________________________

________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

__________________________________________________

What I think I could do to sort things out?

________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________ Discuss this form with the member of staff who works with you. What agreements can you make about future behaviour? What should happen to the form?

AGREEMENTS / ACTION PLAN (If necessary)

Signed ____________________________ Signed _____________________

(student) (member of staff)

34 | P a g e

WENNINGTON HALL SCHOOL Tutor

Key

worker

Student Exclusion/Offsite provision Re-admittance Form

Pupil Details

Forename Surname

Meeting Date Time

Attendees Staff, Parents/Carers, Agencies, Representatives

Summary of Discussion (based on readmittance agenda)

Action Points / Outcomes (include staff responsible, referrals)

Suggested Support Strategies / Interventions for panel consideration (place an ‘X’ in the box)

_____________Report Card

Ch

Art therapy Ch

_____________Report Card

Ch

Social Skills input Ch

Reduced Timetable Ch

Time-Out Card Ch

Support and or mentoring by: Other support:

Signed Name/Initials

35 | P a g e

WENNINGTON HALL SCHOOL Behaviour Contract

Pupil Details

Forename Surname

Date

I am committed to changing my behaviour.

I will:

1.

2.

3.

Wennington Hall School will:

1.

2.

3.

My Carer will:

1.

2.

3.

I understand that if I do not stick to this behaviour contract, there may have to be

consequences.

Signed (Pupil)

Signed (Parent/Carer)

Signed (Staff Member)

Contract to be reviewed by

Date of Review

36 | P a g e

WENNINGTON HALL SCHOOL

Pupil Assessment Profile

One of these forms could be completed by each of the pupil’s subject teachers, his/her Tutor and any other relevant

staff (*below). The results can be collated onto the grid.

Pupil:__________________________________ DoB: _______________ Tutor: ____________________

UPN: _________________________________ Gender: M / F Ethnicity: _______________________________

Home Language: ___________________________________Medical needs: _________________________________ Subject:________________________________________ Subject teacher: _________________________________ Other member of staff*: ________________________________________ Date completed: ___________________

On each continuum, circle the appropriate number. When indicating behaviour, consider only the last 6 weeks. If you have scored 1 or 2, use the space under the numbers to write down some key words that describe the concern.

Average or acceptable

↓ Concern → 1 2 3 4 5 ← Excellent

Overall Attendance ____________% 1 2 3 4 5

Overall Punctuality 1 2 3 4 5

1.Subject Attendance 1 2 3 4 5 2.Subject punctuality 1 2 3 4 5

Learning / Work

General comments about subject:

3.Subject Achievement / 1 2 3 4 5 Potential

In your judgement is the level of their achievement a cause for concern when compared to their potential?

Does the pupil need any specialist equipment or resources to access the curriculum?

If English is spoken as an additional language, please comment on fluency:

4. Communication Skills 1 2 3 4 5 (expressive) Ability to express and articulate ideas clearly using spoken language or other method of communication

5. Communication Skills 1 2 3 4 5 (receptive) Ability to understand

6. Motor Skills (fine) 1 2 3 4 5 7. Motor Skills (gross) 1 2 3 4 5

37 | P a g e

Ability to use small equipment e.g. a pencil, for clear, legible writing ect. Reluctance / avoidance of fine motor activities may indicate a cause for concern.

Physical co-ordination, balance, confidence and control. Left/right confusion may indicate a cause for concern

8. Starting Work 1 2 3 4 5 Ability to begin work promptly. A cause for concern might be indicated by a need for repeated explanations or avoidance strategies

9. Standard of work 1 2 3 4 5 Work well presented and completed with pride and care. A cause for concern

10. Organisational Skills 1 2 3 4 5 Having the right equipment, Handing work in on time, A cause for concern might be frequent lost work/books etc.

11. Managing difficulties 1 2 3 4 5 Ability to concentrate and persevere, A cause for concern may be quickly becoming frustrated or giving up

Personal and Social Skills

12. Working co-operatively 1 2 3 4 5

13. Working independently 1 2 3 4 5

14. Self Confidence 1 2 3 4 5

15. Awareness of other’s needs 1 2 3 4 5

16. Self-Awareness 1 2 3 4 5

17. Responding to correction 1 2 3 4 5

18. Friendship (peers) 1 2 3 4 5

19. Managing disagreements 1 2 3 4 5

20. Interactions with adults 1 2 3 4 5

21. Respect for property 1 2 3 4 5

22. Movement in class 1 2 3 4 5

23. Pupil noise 1 2 3 4 5

24. How does the pupil’s behaviour compare to others in the class? Much worse Worse Average Better Much better 1 2 3 4 5

Are there particular places/times of the day that are problematic? Circle or underline if apply: Classroom Playground Corridors Assembly Toilet Office Stairs Going to/from school Local area Other ............................................................ Before/after school Morning/afternoon sessions Break times Lunchtimes

Please indicate any areas of strength or improvements made recently: Please indicate the two areas that you are most concerned about: Please indicate any strategies that you have found useful:

38 | P a g e

WENNINGTON HALL SCHOOL

PUPIL BEHAVIOUR PROFILE

STUDENT: _________________________________ DATE: __________ YEAR: _______

Please estimate your view of the student on each dimension by circling the score.

Alw

ays

Oft

en

Fair

ly o

ften

So

meti

mes

Usu

ally

Mo

st

likely

Positive dimensions 6 5 4 3 2 1 Negative dimensions

LEARNER BEHAVIOUR

1, Is Attentive and has an interest in school work

Attentive and listens 6 5 4 3 2 1 Distracted and inattentive

Remains on task 6 5 4 3 2 1 Verbal off task behaviour

Able to concentrate 6 5 4 3 2 1 Short attention span – fidgets

Copes with background noise 6 5 4 3 2 1 Easily distracted

Interested in most work 6 5 4 3 2 1 Negative approach to work

Starts task promptly 6 5 4 3 2 1 Delays starting tasks

Motivated to complete task 6 5 4 3 2 1 Rarely completes task

Confident with work 6 5 4 3 2 1 Lacks confidence to work

Alert responsive and keen 6 5 4 3 2 1 Lazy, lethargic, no ambition

Good attendance and

punctuality 6 5 4 3 2 1

Frequently absent or late

2, Has good learning organisation

Understands before starts 6 5 4 3 2 1 Begins task without understanding

Works independently 6 5 4 3 2 1 Relies on others / copies

Acts on sequence of instructions 6 5 4 3 2 1 Forgetful, short memory span

Copes with less structure 6 5 4 3 2 1 Does not cope with less structure

Organises tasks well 6 5 4 3 2 1 Trouble organising work

Copes with difficult tasks 6 5 4 3 2 1 Easily frustrated

Tidy, accurate work 6 5 4 3 2 1 Messy, inaccurate work

Reasonable pace of work 6 5 4 3 2 1 Works slowly

Works without stress 6 5 4 3 2 1 Worries about work, presentation

Keeps up to date 6 5 4 3 2 1 Fails to meet targets / deadlines

Equipment for lessons 6 5 4 3 2 1 Not prepared for lessons

3, Is an effective communicator

Good communication skills 6 5 4 3 2 1 Self expression difficult

Contributes to discussion 6 5 4 3 2 1 Will not discuss openly

Speaks coherently 6 5 4 3 2 1 Speech difficulties

Able to alter voice, pitch, tone

appropriately 6 5 4 3 2 1

Shouts, mismanages speech

Understands / uses non verbal

signals 6 5 4 3 2 1

Little or no eye contact / self

awareness

Totals

39 | P a g e

Alw

ays

Oft

en

Fair

ly o

ften

So

meti

mes

Usu

ally

Mo

st

likely

Positive dimensions 6 5 4 3 2 1 Negative dimensions

4, Works effectively in a group

Co-operates in a group 6 5 4 3 2 1 Finds group work hard

Takes turns in groups 6 5 4 3 2 1 Impatient to contribute

Listens to other points of view 6 5 4 3 2 1 Rejects others views

Joins in games / tasks 6 5 4 3 2 1 Not willing to work collaboratively

Can assume a group role 6 5 4 3 2 1 Refuses responsibilities in a group

5, Seeks help where necessary

Asks and waits for help 6 5 4 3 2 1 Does not request or wait for help

Tries to solve problems 6 5 4 3 2 1 Disrupts if help not immediate

Able to work unaided 6 5 4 3 2 1 Excessively demanding

TOTALS 204 POSSIBLE

CONDUCT BEHAVIOUR

1, Behaves respectfully towards staff

Respectful and polite 6 5 4 3 2 1 Talks back / argues with staff

Co-operative and compliant 6 5 4 3 2 1 Un-cooperative and impertinent

Responds to requests 6 5 4 3 2 1 Negative response to requests

Speaks appropriately 6 5 4 3 2 1 Verbally abusive / aggressive

Interacts appropriately 6 5 4 3 2 1 Attempts to annoy, irritate staff

2, Shows respect to other pupils

Talks appropriately to peers 6 5 4 3 2 1 Verbally abusive to peers

Treats others fairly, as equals 6 5 4 3 2 1 Scornful, calls names

Interacts well socially 6 5 4 3 2 1 Socially aggressive, violent

Keeps to themselves 6 5 4 3 2 1 Abuses and teases others

Respects views and rights of

others 6 5 4 3 2 1

Wants own way

Peacefully co-exists with others 6 5 4 3 2 1 Bullies and intimidates

3, Only interrupts and seeks attention appropriately

Appropriate classroom

behaviour 6 5 4 3 2 1

Attention seeking behaviour

Sits and behaves well 6 5 4 3 2 1 Class clown

Settles to work well 6 5 4 3 2 1 Disrupts others working

Shows self control 6 5 4 3 2 1 Shows hyperactivity

Keeps hands and feet to self 6 5 4 3 2 1 Physically interferes with other

Calm 6 5 4 3 2 1 Excitable

Can defer rewards 6 5 4 3 2 1 Requires immediate reward

Copes with freedom 6 5 4 3 2 1 Needs excessive adult contact

4, Is physically peaceable

Non-aggressive to staff 6 5 4 3 2 1 Aggressive towards staff

Non-aggressive to pupils 6 5 4 3 2 1 Aggressive towards pupils

Caring and thoughtful 6 5 4 3 2 1 Cruel and spiteful to others

Walks away from conflict 6 5 4 3 2 1 Gets into fights

Good control of temper 6 5 4 3 2 1 Anger management problems

5, Respects property

Respects property of others 6 5 4 3 2 1 Destructive of things of others

Respects own property 6 5 4 3 2 1 Destroys own things

Looks after buildings, furniture 6 5 4 3 2 1 Wilfully destructs, damages

Trustworthy 6 5 4 3 2 1 Steals from others and school

Total

Actual 168 Possible

40 | P a g e

EMOTIONAL BEHAVIOUR

1, Has empathy

Tolerant and considerate 6 5 4 3 2 1 Intolerant, inconsiderate

Empathises with others 6 5 4 3 2 1 No awareness of other’s feelings

Able to show emotion 6 5 4 3 2 1 Emotionally detached

Responds to other’s needs 6 5 4 3 2 1

Cannot deal with need – laughs,

mocks

2, Is socially aware

Socially interacts well 6 5 4 3 2 1 Not well liked, few friends

Mixes well with others 6 5 4 3 2 1 Socially isolated, withdrawn

Gets involved with others 6 5 4 3 2 1 Daydreams, out of touch, loner

Good peer relationships 6 5 4 3 2 1 Passive, aloof with peers

3, Is happy

Has fun appropriately 6 5 4 3 2 1 Misuses fun to escape concerns

Generally cheerful 6 5 4 3 2 1 Unhappy, distressed

Balanced outlook 6 5 4 3 2 1 Depressed, morose

Emotionally secure 6 5 4 3 2 1 Self-harming, abusing

Loves life 6 5 4 3 2 1 Pessimistic, suicidal thoughts

4, Is confident

Appears confident 6 5 4 3 2 1 Anxious and tense

Uses self-confidence well 6 5 4 3 2 1 Over confident / reckless

Attempts new tasks 6 5 4 3 2 1 Fear of failure

High self esteem 6 5 4 3 2 1 Self-conscious, inferior

Reads aloud, answers out 6 5 4 3 2 1 Fears inadequacy

Responds to new people 6 5 4 3 2 1 Fear of new people, shy

Takes initiative 6 5 4 3 2 1 Lacks initiative

5, Is emotionally stable and shows good self-control

Emotionally stable 6 5 4 3 2 1 Moody and touchy

Resilient if upset 6 5 4 3 2 1 Remains upset for some time

Manages feelings,

disappointments 6 5 4 3 2 1

Over-reacts, tantrums

In control 6 5 4 3 2 1 Gets frustrated, flustered

Shows respect for self 6 5 4 3 2 1 Little self-respect

Able to accept praise 6 5 4 3 2 1 Does not accept praise

Able to accept punishment 6 5 4 3 2 1 Does not accept punishment

Able to follow school rules 6 5 4 3 2 1 Does not follow school rules

Accepts responsibility for

behaviour 6 5 4 3 2 1

Unable to accept responsibility for

behaviour

TOTALS

ACTUAL 174 POSSIBLE

41 | P a g e

Behaviour Register Provision

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Be

hav

iou

r C

ate

gory

Nam

e

Ye

ar

Ge

nd

er

Eth

nic

ity

Ab

ility

(H

AP

/MA

P/L

AP

)

LAC

– L

oo

ked

Aft

er C

hild

SEN

Att

en

dan

ce

Pu

pil

pre

miu

m

Ach

ieve

me

nt

CA

F/P

EP

Soci

al S

kills

An

ger

Man

agem

en

t

Co

un

selli

ng

The

rap

y

Ed P

sych

Me

dic

al, S

ALT

, OT,

CA

MH

S

Par

enta

l Su

pp

ort

So

cial

Serv

ice

s

Oth

er

42 | P a g e

WENNINGTON HALL SCHOOL

INDIVIDUAL BEHAVIOUR CHECKLIST

NAME: _________________________________________________ DATE: ______/_______/______

COMPLETED BY: ________________________________________________________ IN COMPLETING THIS CHECKLIST PLEASE CONSIDER THE STUDENT’S RECENT WORK AND BEHAVIOUR

A. WORK SKILLS

Please tick appropriate box

Cause for

concern

Good A. WORK SKILLS Please tick appropriate box

Cause for

concern

Good

Presentation of work Interest in subject

Care of own books and work Aptitude for subject

Task completion Settling to work

Classwork: written assignments Following written instructions

Classwork: discussion Following verbal instructions

Classwork: practical/group work Requesting help when appropriate

Homework completion Accepting guidance/advice

Homework quality Work without direct supervision

B. NON-VERBAL BEHAVIOUR

Please tick appropriate box

Cause for

concern

Good B. NON-VERBAL BEHAVIOUR

Please tick appropriate box

Cause for

concern

Good

Truants from lesson Inattentive to instruction

Arrives late to lesson Leaves coat on

Leaves classroom Fails to obey uniform rules

Wanders about classroom Refuses to follow instructions

Changes seat in classroom Fails to do punishment

Fidgets in seat Fails to do detention

Chews in class Damages/taken teachers property

Engages in classroom horseplay Damages/takes pupils’ property

Makes inappropriate noises Damages/takes School property

Packs away early Physically threatens pupils

Fails to bring books/equipment Physically threatens staff

C. VERBAL BEHAVIOUR

Please tick appropriate box

Cause for

concern

Good C. VERBAL BEHAVIOUR

Please tick appropriate box

Cause for

concern

Good

Refuses to follow instructions Mimics others

Talks when staff are talking Shouts out

Talks inappropriately to staff Makes inappropriate noises

Requests help inappropriately Talks to pupils when working

Answers back cheekily Uses rude/ offensive language

Verbally threatens staff Verbally threatens other pupils

43 | P a g e

WENNINGTON HALL SCHOOL

BEHAVIOUR SUPPORT REVIEW

Student: __________________________________________ Year: _________

Member of staff: __________________________

Completed by: ________________________ Role: __________________… Date: ____/____/____

Whole class teaching time Often Sometimes Rarely

Stays in place/seat

Puts hand up to speak

Listens attentively

Follows attentively

Follows instructions

Answers adult properly

Independent Often Sometimes Rarely

Remains in seat/sitting appropriately

Uses equipment appropriately

Asks for help in an appropriate way

Starts work promptly

Completes work

Has appropriate equipment

Can accept positive criticism

Responds to challenge of an activity

Group working Often Sometimes Rarely

Shares space appropriately with peers

Shares equipment with peers

Takes turns with peer

Listens to peers

Participates in group activities e.g. gives ideas

Supports other pupils

Shows consideration for others

Breaktimes Often Sometimes Rarely

Can join in games appropriately

Can sustain friendships

Is liked by peers

Plays appropriately

Can cope with losing a game

Self – Esteem Often Sometimes Rarely

Aware of own strengths

Can accept criticism / mistakes

Can accept praise

General Often Sometimes Rarely

Takes pride in achievements

Willing to show emotions

Confident in new situations

Will correct work

Can accept responsibility

Gives appropriate eye contact

Maintains focus on a given activity

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Safeguarding Report Form

Pupil’s name: Key worker:

Day pupil or resident? Form tutor:

Day and date: Time:

Factual Details What did the child or young person tell you?*/ What is the nature of your concern?* (*Delete as appropriate)

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Form completed by: ……………………………………………………………………………….. Date: ………………………………………..…… (Please print clearly)

Completed by Pastoral Office

Received by (Please print clearly)

Date

Pupil’s DOB Parent/carer contacted YES /NO

Action taken ……………………………………………………………………………………………………………………………………………………………………….

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Continue on reverse of sheet if required

Safeguarding Disclosure

Safeguarding Concern

Place a tick √ in appropriate box

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INCIDENT REPORT FORM: For use during school day only

Pupil’s name: Form tutor:

Subject: Class teacher:

Day and date: Time:

Factual details of the incident What led up to the incident?

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What actually took place?

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How did the incident end? (What happened next? What actions did you take?)

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Form completed by: ……………………………………………………………………………….. Date: ………………………………………..…… (Please print clearly)

Completed by Pastoral Office

Received by (Please print clearly)

Date

Pupil’s DOB Parent/carer contacted YES /NO

Action taken ……………………………………………………………………………………………………………………………………………………………………….

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Continue on reverse of sheet if required

Serious incident

Non-Serious Incident

Place a tick √ in appropriate box

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INCIDENT REPEORT FORM: For use during house and evening activities only

Pupil’s name: Key worker:

Name of House: House staff:

Day and date: Time:

Factual details of the incident What led up to the incident?

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How did the incident end? (What happened next? What actions did you take?)

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Form completed by: ……………………………………………………………………………….. Date: ………………………………………..…… (Please print clearly)

Completed by Pastoral Office

Received by (Please print clearly)

Date

Pupil’s DOB Parent/carer contacted YES /NO

Action taken ……………………………………………………………………………………………………………………………………………………………………….

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Continue on reverse of sheet if required

Serious incident

Non-Serious Incident

Place a tick √ in appropriate box