Behaviour for Learning Policy - Christ the King CVA

1 Behaviour for Learning Policy The ultimate aim of our Behaviour for Learning Policy is to create an environment where students and staff can realise our Mission Statement every day: To provide the best education and care we can for all members of our living faith community . When doing this we are reminded of the need for us to put the teachings of Christ into action. If your brother sins, rebuke him, and if he repents, forgive him. (Luke 17:3) Our mission when managing Behaviour is to provide students with opportunities to reflect on their Behaviour and to grow in a deeper understanding of the role of their conscience in their moral decision making.

2 "Deep within his conscience man discovers a law which he has not laid upon himself but which he must obey. Its voice, ever calling him to love and to do what is good and to avoid evil. (CCC, 1776) For this reason the 4 R's provides the framework to underpin our behavioural approach. The 4Rs framework helps: Students make better choices Keep the focus on Learning Give a sense of fairness to both praise and correction Students take responsibility for their own Behaviour and Learning Students know where they stand and feel safe Rights All staff and students have the right to: learn teach feel safe (physically and emotionally) respect and dignity Responsibilities Students must be responsible for their own Behaviour .

3 Using the language of choice is a powerful way of doing that. Good choices should be rewarded Poor choices always have consequences. Rules The basic expectation of all students is that you must show respect to others and our environment. You can do this by following these rules: Enter rooms quietly and sensibly Take out all equipment needed for the lesson pens, pencils, ruler, planner, book/folder, iPads (where relevant) Listen to and follow all instructions Work hard and complete the tasks set for you Tidy up at the end of the lesson, pick up litter, leave your desk and chairs tidily Only leave the room when you are told to do so Move between lessons quickly and quietly Routines The routines for Christ the King School will always be.

4 To begin and end each day in prayer Teachers will decide where students sit and there must be a seating plan The register will be taken Learning objectives and outcomes will be shared with the students Records will be kept of students who arrive late, without correct uniform or equipment Pack away and tidy up when instructed Stand behind chairs quietly Be dismissed in an orderly way Core Principles of the Policy Reward good Behaviour Actively build self esteem Separate the Behaviour from the child Use the language of choice Model the Behaviour you want to see Always follow up on issues Work to repair and restore relationships Celebration of good Behaviour and achievement Rewards, praise and encouragement are amongst the most powerful aids to teaching.

5 Maintaining high standards of Behaviour and fostering a positive school ethos. It is the teacher's responsibility to praise students whenever possible. This may be during lessons, when marking exercise books or other assessments and around school. Research clearly shows that the most effective positive Behaviour modification occurs when the praise to rebuke ratio is in excess of 4:1 for both Learning and Behaviour . These schemes are to motivate students positively in all aspects of school life. Rewards should be given for all of the following An excellent piece of work (relative to the individual) Excellent effort Good progress A positive contribution to the lesson Courtesy and consideration of others Contribution to the wider community Types of rewards.

6 Verbal praise Written praise in books or planners Display of work achievement points Telephone calls home E-cards home Recognition in an Act of Worship Exceptional work, visit to Principal Certificate of achievement Principal Tie achievement Points At least 3 achievement Points must be given out to students each lesson. These should be recorded on SIMS. In addition to this each half term class teachers must award 2 Certificates to Star students (one boy, one girl), and send 3 e-cards home. Form tutors should award 2 Certificates to Star students (one boy, one girl) each half term, these are issued by the House leader in the calendared rewards assembly.

7 The certificates are worth 10 achievement points and the e-cards are worth 5 achievement points. These should also be logged on SIMS. achievement points will be monitored fortnightly by tutors using Go4schools and a display in each form room will show the number of achievement points each student has received. The AP will produce a chart each half term to show the number of points awarded to each tutor group achievement points need to be given consistently and fairly and used to encourage students to be successful. As achievement points are received, the following rewards will be triggered: Number of achievement Points Reward 25 Form Leader Award 50 achievement Leader Award 75 House Leader Award 100 Senior Leader Award 125 Principal Award 150 Governor Award Pupils are able to cash in their achievement points for: equipment such as pens, pencils, rubbers, rulers.

8 They should cash these in at the student services office or they may wish to save them up throughout the year for bigger prizes. The prizes available to students include: Number of achievement Points Prize Available 5 Pen, Pencil, Ruler Pencil Sharpener or Eraser 15 Pencil Crayons 25 Bundle Pack (pen/pencil/ruler/rubber/sharpener) Cookie or Flapjack 50 2 Dinner Credit 75 5 Amazon e-voucher 100 10 Victoria Centre Gift Voucher 150 15 iTunes Gift Voucher 200 20 Cineworld Voucher 250 25 Victoria Centre Gift Card Good discipline is the responsibility of all staff. It is maintained through shared expectations of consistently high standards of courtesy, Behaviour , effort, presentation of work and self and punctuality.

9 Examples of different types of misbehaviour this is not an exhaustive list These examples of misbehaviours are to give an indication of the appropriate levels of response. However, Behaviour at one level may be found to be more serious if it is repeated. Level 1 Level 2 & 3 Level 3 & 4 Chatting in class Calling across the classroom Failure to bring equipment Failure to complete class work Dropping litter Chewing gum Persistently disturbing others Learning Persistently shouting out in class Persistent refusal to work Refusing to follow the instructions of a member of staff Total refusal to co-operate Persistently refusing to follow the instructions of a member of staff Swearing at an adult Bullying Serious physical assault Serious damage to school property Wearing incorrect uniform Failing to do

10 Homework Lateness to lesson Truanting a lesson Swearing in a lesson Misuse of ipads Damage to school property Verbal or physical assault Issues in a particular subject area should be dealt with at L2 initially and referred to L3 if a variety of strategies have been implemented and the situation has not improved. Damaging the reputation of the school fighting in the local community in uniform Stealing Substance misuse Drug dealing Arson Racism/sexism and any other form of harassment Most of these issues can be referred to L3 initially. Once fully investigated they may need to be referred to L4 to issue an appropriate sanction.