- Aims and Principles:
As a school we are committed to the following aims:
- Provide all pupils with a safe and supportive environment
- Encourage learning across a broad and balanced curriculum
- Work in a partnership of staff, parents/ carers, pupils and the wider community
- Ensure equal opportunity for all so pupils are empowered to reach their full potential
The aim of this policy is to:
- Determine the roles and responsibilities of all within the school in establishing a calm and productive working environment
- Outline the school's expectations for pupils
- Determine the boundaries of acceptable behaviour
- Define the hierarchy of rewards and sanctions
- Outline procedures for dealing with breaches of the behaviour policy
In order to mature, and play a positive role in society at large, it is essential that young people learn to conform to reasonable rules and expectations.
At Big Wood School we are committed to providing a purposeful and calm environment which respects and celebrates individuality and promotes independence.
We believe that clarity, consistency and empathy are key to enhancing feelings of identity and self-worth within our pupils.
2. School's Expectations
Ready to Learn
• Be on time to school and all lessons
• Have all equipment for each lesson, including homework
• Have your planner on your desk at the start each lesson
• Begin your starter task immediately
Respect the speaker
• When someone in the room is speaking to the class, everyone else listens in silence
Treat others and all property with respect - in school and on the way to and from school
• No inappropriate language
• No fighting or rough play
• No bullying of any sort
• Sensible behaviour on the roads and pavement
• No chewing gum in school
Follow instructions from members of staff the FIRST time.
Mobile phones and other electronic equipment - if seen or heard by a member of staff at any time at all on the school site - will be confiscated.
• Confiscated equipment will be kept in the school safe until collected by a parent / carer after 3.10 pm on the day that it was confiscated or later.
• In order for you and others to learn and to remain safe, we insist that there is a positive atmosphere in and around school, where no one is affected by poor behaviour.
• If you cannot behave appropriately, consequences will apply.
Detentions may be set without notice on the same day as an incident
|C0||Informal Warning |
|C1||Formal Warning Issued|
|C2||10 Min Detention|
|C3||30 Minute detention|
|C4||Referral to Middle Leaders Detention|
|C5||Referral to Senior Leaders Detention|
When a pupil's behaviour becomes a concern, they will be closely monitored over a period of time on a report. These reports will usually start with a form tutor and will require involvement from setting targets and reviewing progress at the end of the time on a report.
If, after a maximum of two weeks, there is no progress, then the level of report will move up to a higher level. There are five different reports and at each stage there is a different level of support and consequence for failing the day.
Assistant Head Teacher report
Deputy Head Teacher Report
Head Teacher Report
3. Rewards Policy
We are aware that the substantial majority of pupils in our school have positive attitudes to their education for the vast majority of the time. It is critical that pupils feel that their efforts and enthusiasm are recognised, appreciated and celebrated across the school. We hope that our policies of positive reinforcement, praise and rewards work to prevent disaffection and anti-social behaviour, increasing feelings of self-worth and achievement within the individual.
We expect staff to use the following strategies:
- Praise in the classroom for good oral or written work, making progress or improving effort.
- Putting names on the classroom board.
- To record such achievements by placing a record on SIMS or/and sending a letter home.
Issuing Rewards (credits)
Rewards should be issued on a regular basis, be a focus for discussions with pupils about 'positives' and encourage further progress. Staff will need to use their discretion and professional judgement when deciding to reward pupils. Reasons might be:
- Work that is over and above that which the pupil would normally produce
- An outstanding piece of work, effort or achievement
- 100% punctuality and attendance over a period of 1 week
- Doing something out of the ordinary, contributing to the school or local community
Credits also contribute to the school house system. Any credits received during the week will be added together and displayed publicly to encourage competition. A credit / house point will automatically be added each week for 100% attendance.
The Rewards Savings Scheme
Pupils are provided with regular updates to inform them of the number of credits they have accumulated and have access to a rewards catalogue. The catalogue contains the items for which credits can be exchanged. The content of the catalogue will be reviewed annually by the School Council.
Pupils are encouraged to save credits through the awarding or interest on their credits account. Interest added to pupils' accounts will be linked to the Bank of England Base Rate and can form the basis for discussion during PSHE or tutor time as and when there are changes in interest rates.
Rewards catalogue content will include:
- Basic equipment such as a pen or pencil
- School uniform e.g. ties
- Payment Contribution to end of year trips
- Prom tickets
- Other items as discussed with The School Council
4. Good Practice Guidance for Classroom Management
Meet, Greet and Release
• Teachers greet all pupils at the door and then dismiss in an orderly and gradual fashion with children leaving from their desk or workstation NOT standing by the door.
• Teacher completes register during starter activity.
Ready to Learn
• On entering the room, pupils place correct equipment and planners on their desk.
• Teachers have a starter activity ready for pupils to do as soon as they enter the room (e.g. on the board or handed to them).
Respect the speaker
When someone in the room is speaking to the class, everyone else listens in silence.
• Write the names of pupils who deserve 'credits' from the lesson on your whiteboard
• C0 to C6 displayed and used consistently across the school
5. Internal Exclusion Unit (IEU):
This is a staffed unit, aimed at:
- Controlling the volume of high level behaviour at both Key Stages
- Reducing the number of fixed-term exclusions
- Assisting reintegration of pupils following periods out of class
If a pupil fails to comply with the Senior Leaders' report, is awaiting confirmation of a fixed term exclusion or has committed a serious breach of the school's expectations then s/he may be issued with an Internal Exclusion decide to issue an Internal Exclusion.
A 'serious breach' might be defined as:
- Bad language to staff
- Violence or bullying
- Persistent non-co-operation
- Persistent disruption
The IEU will be staffed by the unit manager. Pupils will work all day with a brief break for lunch time but will not be entitled to go to the canteen. Sandwiches will be offered.
Whilst in the IEU pupils will work in silence, following the school's expectations. Pupils will undertake work provided by subject areas whilst placed in the unit. The unit manager will complete a report for each session. It will report on that pupil's progress and behaviour. Failure to comply will lead to a fixed term exclusion, followed by a parental meeting.
Duration of placement will be at the discretion of the Deputy Head.
The Base is a longer term provision than the IEU for those pupils who, for a variety of reasons, are struggling in mainstream school.
These reasons might include behavioural issues but it is important to recognise that The Base is also a provision to help settle pupils who have been out of education for a while or who have medical issues that prevent them accessing the main school.
Pupils who are in The Base have the same school expectations as every other pupil in the school and may be there for one or more subject areas. Initially, a pupil is likely to be placed in The Base for the whole of his or her timetable.
Typically, pupils will be placed in The Base on an 8 to 12 week basis though for some pupils in Years 10 and 11 they may be placed there for the rest of their school career.
Pupils who fail to meet school expectations in The Base are at serious risk of permanent exclusion.
Pupils who are involved in high level breaches of the school's expectations will, as a last resort, be excluded. The decision to exclude will only be taken by the Head Teacher. Following an exclusion a reintegration meeting must be attended by carers.
Big Wood School
Tel: (0115) 920 8052