Behaviour For Learning Policy

Contents

  1. Behaviour Management Policy document (updated following comprehensive review by representatives of staff, students and Leadership Team (LT) in 2012)
  2. Appendix 1 – Code of Conduct (to be displayed on all notice boards, discussed by tutors with their groups, expectations presented to students by members of LT in Assembly)
  3. Appendix 2 – Staged Approach to Managing Classroom Behaviour
  4. Appendix 3 – Authority to Issue Sanctions (updated to include the power to discipline beyond the school gate)
  5. Appendix 4 – Recording & Reporting Procedures
  6. Appendix 5 – On Call Procedures (flow charts to clarify procedures for different groups of staff in the on-call procedure for teachers, members of the Leadership Team on duty, On-Call staff, members of the Reception Team and an overview document for Progress Managers and all staff)
  7. Appendix 6 – Outline of Good Practice
  8. Appendix 7 – Detentions
  9. Appendix 8 – Managing Persistent Poor Behaviour
  10. Appendix 9 – Truancy Protocol (document to communicate clear procedures to address truancy issues and improve Attendance)
  11. Appendix 10 – Isolation (document that sets out the protocol and procedures for a robust sanction for serious incidents)
  12. Appendix 11 – Protocol for Dealing with Incidents That May Lead to

    Exclusions

Appendix 12 – Behaviour for Learning Centre

  • BEHAVIOUR MANAGEMENT POLICY

Policy Statement:

  • The school’s behaviour policy was adopted by the Governing Body of Crickhowell High School.
  • The school has ensured that parents/carers are fully informed of the behaviour policy by communicating it through the school rules, school prospectus, home-school agreements, newsletters and other normally used channels including parental email.
  • The school has communicated the behaviour policy to all new and existing students through the school rules, school prospectus , student planner, school council notice board, newsletters, school assemblies and within the curriculum wherever relevant.
  • The school will seek to ensure that the policy and procedures are accessible to parents/carers and students by providing these in appropriate languages and formats where available.
  • The school will ensure that all staff are consulted regularly about the policy and its implication.
  • The school has communicated the behaviour policy to all teaching and non-teaching staff by providing copies of the policy and through continuous professional development.

Defining and Promoting Positive Behaviour:

  • The school defines acceptable behaviour as that which promotes courtesy, respect, co-operation and consideration from all students in terms of their relationships with other students within/outside the schools, teachers and other school staff and with visitors or other persons within/outside the school premises.
  • The school has identified examples of unacceptable behaviour as that which includes name calling, verbal abuse, threatening language or behaviour, intimidation, physical abuse, bullying and harassment, including racist, sexist and homophobic abuse.
  • The school communicates regularly the standards of acceptable and unacceptable student behaviour to students and parents/carers through the school rules, school prospectus, home school agreement, school assemblies, student planner, newsletters and letters to parents/carers
  • The school communicates the standards of acceptable and unacceptable student behaviour to staff through the staff planner and the staff training programme.

Recognition, Rewards and Sanctions:

The Power to Discipline: What it means

Crickhowell High School has a statutory power to discipline students for breaches of school rules, failure to follow instructions or other unacceptable conduct

  • All teachers and other staff in charge of students have the power to discipline
  • The Headteacher may limit/extend the power to apply particular sanctions to certain staff
  • Any sanction will not breach any other legislation (for example in respect of disability, special educational needs, race and other equalities and human rights) and it must be reasonable in all the circumstances. Account must be taken of the student’s age, any special educational needs or disability they may have, and any religious requirements affecting them

In line with Welsh Government Requirements, Crickhowell High School uses disciplinary sanctions for three main purposes, namely to:

  • Impress on the student that what he or she has done is unacceptable
  • Deter the student from repeating that behaviour
  • Signal to other students that the behaviour is unacceptable and deter them from doing it

Crickhowell High School uses sanctions which:

  • Are applied in a calm and controlled manner and are reasonable and proportionate to the circumstances of the incident, avoiding unnecessary escalation to severe sanctions which are reserved for the most serious or persistent misbehaviour
  • Are only targeted at the students specifically responsible for the misbehaviour
  • Take account of individual needs, age and understanding
  • Are, whenever possible, a logical consequence of the student’s inappropriate behaviour so that students see the connection between their own behaviour and its impact on themselves and others, helping them take increasing responsibility for their behaviour
  • Help the student and others to learn from mistakes and recognise how they can improve their behaviour (ie a learning outcome)
  • Put right the harm caused
  • Are applied with the students’ sense of self in mind so as not to be humiliating or degrading
  • Students know will be inevitably and consistently applied

Inclusion

  • Crickhowell High School believes that staff and students alike are far more likely to behave appropriately and positively if they feel included and valued within the school
  • Staff should consider whether the behaviour under review gives cause to suspect that a child is suffering, or is likely to suffer, significant harm. Where this may be the case, school staff should follow the schools’ safeguarding policy. They should also consider whether continuing disruptive behaviour might be the result of unmet educational or other needs. At this point, the school should consider whether a multi-agency assessment is necessary
  • Crickhowell High School acknowledges that a ‘one size fits all’ Behaviour for Learning Policy will not be appropriate for all students. Students might behave inappropriately if they:
  • Do not have the cognitive, physical or social and emotional competences necessary to understand and follow a school rule
  • Have never been taught the skills they need in order to regulate their emotions or behave appropriately in social situations
  • Are vulnerable and although they have the necessary understanding and competences to follow the school rules they are not choosing to deploy those competences because alternative choices offer them bigger rewards
  • Although the student has the necessary competences, and the right incentives to use them are in place, they are experiencing such stress that they are temporarily unable to make rational choices. As such, planned adaptations to the Behaviour for Learning Policy may be necessary for individual students. When adaptations are necessary they will not be considered a failure either of the policy or the student. Any exceptions will be carefully planned, recorded, communicated (to students, parents/carers and staff) and monitored. Monitoring will ensure the planned adaptations continue to meet the needs of the individual student.

The school will promote good and improved behaviour by students through a system of recognition and reward. This will include the use of:

  • praise and positive feedback
  • commendations and awards
  • letters to parents/carers
  • extension of school privileges.
  • Olympic Value and Paralympic Value cards and prizes.

The school will review the support available to individual students who may be at risk of disaffection or exclusion, including:

  • learner support
  • mentoring and Coaching
  • individual education planning
  • curriculum and curriculum resources
  • teaching strategies
  • Study Skills/ Learning Support
  • Student Support officer

The school will implement a range of strategies to deal with inappropriate behaviour by students, including:

  • talking ‘privately’ with the student
  • verbal reprimand
  • instituting student detentions as appropriate
  • referring matters to Class Teacher/Form Tutor/ Director of Learning, SENCO, Deputy Headteacher (Behaviour and Wellbeing), the Leadership Team and the Headteacher (as appropriate)
  • after school detention (ASD)
  • withdrawal of school privileges
  • letters to parents/carers
  • meetings with parents/carers
  • referral to external agencies
  • after school detention
  • fixed-term or permanent exclusion
  • The school will monitor the use of rewards and sanctions to ensure that its arrangements operate with due regard to equal opportunities and anti-discrimination.

Early Intervention:

  • The school will undertake reviews of the educational needs of students, as appropriate. Details of reviews undertaken will be included within each student’s file.
  • The school will involve external agencies where it is appropriate to do so, for the purposes of student education and guidance.
  • The school will develop measures to encourage students to take responsibility for their own behaviour and to help them to recognise the consequences of inappropriate behaviour.
  • The school will provide appropriate training for all staff in order to promote positive and consistent behaviour standards within the
  • Parents/carers will be contacted promptly by the school and normally with 2 working days to notify them of any reported serious incidents of misbehaviour in which their child has been involved.

Investigating cases:

  • The school will investigate, as appropriate, reported incidents of student misbehaviour.
  • The school will ensure that relevant staff receive adequate and appropriate training for the conduct of any investigations, including in respect of the recording of evidence and the taking of witness statements.
  • The school will provide adequate non-contact time for the conduct of investigations.
  • The school will notify the police and other relevant bodies of incidents where it is appropriate to do so.
  • The school will complete investigations within a reasonable timescale and not normally exceeding 10 days.
  • The school will ensure that appropriate feedback from any investigation undertaken is provided to relevant persons together with recommendations for action.
  • A copy of the results of all investigations undertaken will be held on record until such time as the student leaves the Where an investigation finds that there is no case to be heard, the report will be held by the school but will not be kept within the student’s file.

Policy Reviewed and amended June 2015

  • Appendix 1 – CODE OF CONDUCT FOR STAFF AND STUDENTS

It is based on:

  • Respect for self
  • Respect for others
  • Respect for the environment
  • Respect for diversity and differing values.

This can be achieved by:

  • To respect one another, the environment and your own and other people’s property:
  • Students and staff to listen carefully to each other, and to value other people’s opinion even when it is different from their own
  • Students and staff to think about other people’s needs not just their own; remember that everybody is a valued member of the Crickhowell High School community
  • Students and staff do not misuse the Internet and other communication technologies (eg email, social-networking, chat rooms, texting) – See acceptable use policies for students and staff
  • To take a responsible attitude towards your own and others learning:
  • Students to arrive on time to school and to each lesson ready to learn
  • Students to settle quickly and try to produce their best work at all times. If you do not understand something – ask!
  • Students and staff to keep noise down to a minimum – noise disturbs others and bad language is offensive
  • Students and staff should use the ICT resources solely for work during lessons
  • To take pride in your appearance and your work:
  • Students to take a pride in their uniform and PE kit. Look presentable, ready for learning, follow the uniform code.
  • Students to keep their books in good condition and present their work carefully. Your work should be something that you are proud to show others.
  • To meet deadlines:
  • Students to meet deadlines for work and home learning. (Use your Planner, it should help you keep up to date and help remind you of what you need for your lessons)
  • Staff to hand back work on time
  • To be confident with who you are and in what you can achieve:
  • Have a positive attitude towards your learning, do not say ‘I can’t’
  • Believe that you can achieve and that you can do well

CODE OF CONDUCT IN STUDENT PLANNERS

  1. Show respect for other people.
  2. Show respect for the property of others.
  3. Move quietly and sensibly around the building. Keep to the left and do not run.
  4. Wear the correct uniform for school.
  5. Eat only in designated areas.
  6. Keep rooms and corridors free of litter.
  7. Observe the school rules.
  8. Always be on time.
  • Appendix 3 – Authority to Issue Sanctions

Teachers, teaching assistants and other paid staff with responsibility for students can impose any

reasonable disciplinary penalty in response to poor behaviour. Reasonable penalties can include:

confiscation, retention or disposal of a student’s property; and detention.

  • All staff can carry out a one-to-one admonishment
  • Class teachers and Form Teachers may remove students from a lesson for only five minutes, they should then return to class
  • Progress Managers and the Leadership Team, may give out of school hours detentions
  • Progress Managers and the Leadership Team may give community service
  • LT, Progress Managers and the Additional Learning Needs Manager may withdraw students from a particular lesson or peer group, or withdrawal of lunch or break time privileges
  • LT and Progress Managers may involve external agencies, such as the police, school nurse, drugs intervention agencies
  • Only the Leadership Team may sanction isolation
  • Only the Headteacher may sanction a fixed term exclusion, permanent exclusion, or withholding participation in a school trip or sports event that is not an essential part of the curriculum

THE POWER TO DISCIPLINE BEYOND THE SCHOOL GATE

Disciplining beyond the school gate covers the school’s response to all non-criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school and/ or involves the use of social media and electronic communication.

This includes any bad behaviour when the student is:

  • Taking part in any school-organised or school-related activity or
  • Travelling to or from school or
  • Wearing school uniform or
  • In some other way identifiable as a student at the school or, misbehaviour at any time, whether or not the conditions above apply, that:
  • Could have repercussions for the orderly running of the school or
  • Poses a threat to another student or member of the public or
  • Could adversely affect the reputation of the school

In all of these circumstances the Headteacher should also consider whether it is appropriate to notify the police or anti-social behaviour co-ordinator in their local authority of the actions taken against a student. If the behaviour is criminal or poses a serious threat to a member of the public, the police should always be informed.

School staff should consider whether the misbehaviour may be linked to the child suffering, or being likely to suffer, significant harm. In this case the school staff should follow the Safeguarding & Child Protection Policy.

  • Appendix 4 – Recording and Reporting Procedures

Incidents that occur in and out of class should all be logged using Go4Schools. Class teachers and support staff should log any referral they make as an action on Go4School:

  • Serious incidents, often those that involve many students, necessitate witness statements being taken from both staff and students. These should be recorded using the School Incident Report Forms. Discretion should be used by the Progress Managers to decide whether the general or restorative justice forms should be used.
  • The Progress Manager or Support staff co-ordinating the completion of Incident Forms must complete the ‘Action Taken’ box when the incident is resolved and appropriate action has been taken. This summarises the evidence collected from Incident Forms so that the overview can be logged on Go4Schools/ Internal email system.
  • Discriminatory incidents, including incidents that are racist/disablist/homophobic, must be reported to the Deputy Headteacher (Behaviour and Wellbeing). Incidents will be treated as being discriminatory if this is the perception of any party involved. The relevant ‘log’ should also be completed by the student concerned.
  • If there is an e-safety concern where bullying or threat is involved this should referred to the Progress Manager and also Deputy Headteacher (Behaviour and Wellbeing), and logged in Go4Schools
  • If there is an e-safety concern where ICT resources are being misused this should be referred to the Deputy Headteacher (Behaviour and Wellbeing) and also logged in G4S.
  • Appendix 5 – ON CALL PROCEDURES

On Call is a last resort to be used to remove a student from a lesson to enable earning to proceed

  • Appendix 6 – OUTLINE OF GOOD PRACTICE

Acceptable standards               of behaviour, work and respect depend on the example of us all

  • All have positive contributions to make

Good order                                   has to be worked for:  it does not simply happen

  • Set high standards
  • Apply rules firmly and fairly

Most Important                          of all:

  • Expect to give and receive respect

Everyone                                       at school is here for a purpose.

  • Respect every person
  • Treat everyone as an individual

Relationships                               are vital:  relationships between everyone and at every level.                                                                              Take the initiative

  • Greet and be greeted
  • Speak and be spoken to
  • Smile and relate
  • Communicate

Problems’                                     are normal where children are learning and testing the

                                                          boundaries of acceptable behaviour

Our success                                   is tested not by the absence of problems but by the way we deal                                                                     with them

Don’t react:                                  address the problem:

  • avoid confrontation
  • listen/ establish facts
  • judge only when certain
  • use punishments sparingly

Removal of privilege is the most effective strategy

All informal contact contributes to standards of behaviour.  Control that behaviour by taking the initiative at every opportunity.

Expect to:

  • greet students
  • deal with all misbehaviour
  • to ignore it is to condone it!
  • set high standards of speech, manner and dress
  • enjoy relating to students

IN THE CLASSROOM

Create and sustain a positive supportive and secure environment.  Well prepared, stimulating lessons generate good behaviour and earn respect.

Expect to:

  • arrive before the class and begin on time
  • be prepared for the lesson
  • keep everyone occupied and interested
  • extend and motivate all students
  • mark all work promptly and constructively
  • set homework regularly to schedule
  • encourage creative dialogue
  • confidence in discussion is important
  • keep an attractive, clean and tidy room
  • maintain interesting wall displays
  • use first names

DO ALL YOU CAN TO AVOID:

*            humiliating ……………………………………… it breeds resentment

*            shouting ………………………………………… it diminishes you

*            over-reacting ………………………………….  the problems will grow

*            blanket punishments……………………..     the innocent will resent them

*            over-punishment…………………………..     keep your powder dry, never

punish what you can’t prove

Please never leave students outside rooms.  The ‘problem’ needs a solution not complicating.  Seek help if you need it.  Do all you can to:

*            use humour ……………………………………. it builds bridges

*            keep calm……………………………………….. it reduces tensions

*            listen ……………………………………………… it earns respect

*            be positive and build relationships

*            know your students as individuals

*            carry out any threats you have to make

*            be consistent

*            Always apply school rules positively

MAINTAINING DISCIPLINE

Insist on acceptable standards of behaviour, work and respect.  Expect to:

  •  apply school rules uniformly
  • work to agreed procedures
  • insist on conformity and school uniform
  • be noticed and discussed, in school and at home
  • follow up problems to their conclusion

The majority conform and are co-operative.  Deal immediately with the few who present problems.

  •  establish your authority firmly and calmly
  •  separate the problem from the person

Only if you cannot resolve a problem, refer it on to one person.  Make sure it is pursued to a satisfactory conclusion.

  • Appendix 7 – Detentions

A detention may be issued as a sanction for poor behaviour for learning, for example when

Home-learning is incomplete or when behaviour is unacceptable. Detentions must be issued by the class teacher following a student being sent to another class and/or the requirement for an On-Call teacher. Detentions are designed to change a student’s behaviour patterns. So that detentions can be monitored, it is essential that all detentions are logged on G4S as an action taken in response to a student’s inappropriate behaviour.

With lunchtime detentions, staff should allow reasonable time for the student to eat, drink and use the toilet

Progress Managers are permitted to issue detentions during and out of school hours.

Crickhowell High school will notify Parents by telephone and this will be followed up with a letter at least 5 days in advance of the date of the ASD. It may ALSO be noted in the student’s planner.

ALWAYS: School staff should not issue a detention where they know that doing so would compromise a child’s safety. When ensuring that a detention outside school hours is reasonable, staff issuing the detention should consider the following points:

  • Whether the detention is likely to put the student at risk
  • Whether the student has known caring responsibilities which mean that the detention is

Unreasonable

  • Whether the parents have been informed of the detention and given reasonable time to arrange for collection of the student from school at 4:30.
  • Whether suitable travel arrangements can be made by the parent for the student. It does not matter if making these arrangements is inconvenient for the parent

Account must be taken of the student’s age, any special educational needs or disability they may have, and any religious requirements affecting them.

  • Appendix 8 – MANAGING PERSISTANT POOR BEHAVIOUR

Students’ behaviour is monitored by Progress Managers and Form Tutors. Students are supported to improve behaviour.

Criteria for Behaviour Monitoring/Intervention

Students will be monitored for at least one term. Students will be monitored if they meet one or more of the following criteria.

  • 3 or more behaviour points in 1 week
  • 5 or more behaviour points in one half term
  • Referral from Progress Manager/ Director of Learning

Behaviour support, monitoring and sanctions can be moderated in line with the Behaviour for Learning Policy. Other strategies to support and sanction students are employed as appropriate. Any moderation will be carefully planned and not viewed as a weakness of the policy or student. Strategies for individual students are monitored regularly and evaluated on a weekly basis.

  • Report forms should be used where appropriate
  • Pastoral Support Plan. The PSP is undertaken when the student is at risk of exclusion due to their behaviour.

10) Appendix 9 – TRUANCY

Truancy is defined in our attendance policy as students “choosing to be unsupervised when they should be supervised”

  • Internal truancy is most easily identified from complete, accurate records of electronic registration. It an expectation of all staff that an electronic register be taken at the earliest opportunity each lesson
  • Students leaving lessons with permission should do so with a note from their teacher
  • Any member of staff identifying a student as out of lessons without reason should send/escort the student to his/her lesson and log the incident on G4S
  • On-Call staff should only be called to deal with truancy where the location of the truanting student is known and/or if their behaviour is disrupting the learning of others.
  • External Truancy is dealt with in the Attendance Protocol Policy.

11) Appendix 10 – ISOLATION

Isolation is a disciplinary process that is used as a sanction for significant poor behaviour, in line with the Crickhowell High School Behaviour for Learning Policy. It can be invoked by Progress Managers and the Leadership Team only.

Students will be placed in Isolation by prior arrangement only. Isolation is not a “holding facility” nor is it a time-out room. Isolation is not to be used in place of on-call. Isolation is not to be used in place of a personalised timetable for a student with additional needs. Isolation is always a disciplinary process and must be treated as such.

Effective Isolation will limit the number of Fixed Term Exclusions

Students in Isolation will arrive at school at 8.30 and report to reception to be met by the Progress Manager.

Progress Managers will inform parents of the nature of the reason that Isolation is deemed an appropriate sanction.

Progress Managers will email teaching staff to make any necessary arrangements for any lessons in the immediate future and to provide work for the student and for the teaching staff to deliver the work to the reception/ Liz Van Male.

Progress Managers will inform Tutors/ Attendance Officer of the attendance of the student so that registers can be marked accurately.

Carol Hasleham keeps a record of all Isolations – Progress Managers must inform her of the names, dates and reasons for any Isolation.

12) Appendix 11 – PROTOCOL FOR DEALING WITH INCIDENTS THAT MAY LEAD TO EXCLUSIONS

Only the Headteacher (or a Deputy Headteacher if the Headteacher has delegated this responsibility to them in their absence) can decide to exclude a student.

There will be exceptional circumstances where, in the Headteacher/ teacher in charge’s judgment, it is appropriate to permanently exclude a child for a first or ‘one off’ offence. These might include:

  • Serious actual or threatened violence against another student or a member of staff
  • Sexual abuse or assault
  • Supplying an illegal drug; or
  • Carrying an offensive weapon.

These instances are not exhaustive, but indicate the severity of such offences and the fact that such behaviour can affect the discipline and well-being of the school community.

Ensure the safety of all students and staff

  • Immediately send another student to the school office for the on-call person, Progress Manager or member of LT
  • Remove the student from the place in which they could do any more harm. This may in extreme situations mean asking the parents/carers to come and take the child home while the incident is investigated. Before the student goes home, ensure a statement is taken from the student and signed and dated by them. If this is not possible, the student must be given the chance to write a statement at the earliest opportunity. If the incident may lead to a criminal prosecution, it must be referred to LT; where there is a potential safeguarding issue, it must be referred to the Child Protection Officer.
  • If several students are involved, separate them to write statements if possible.
  • Support any victims, including staff, and record what help was offered

Investigate the incident fully

  • Decide who will be the lead person, normally Progress Managers, to collate the witness statements and write the initial report. This person should be able to present the background; any mitigating circumstances; and any support given so far.
  • Everyone present must write an incident report, stating exactly where they were when the incident occurred, for example, every student and adult in the classroom. This is the case even if it is “I was there but I did not see anything”. All reports must be signed and dated
  • The student likely to be excluded must write a report and be interviewed and be allowed to say what happened. Another member of staff, or parent/carer, may need to be present while the report is written. The student must sign and date the report
  • Progress Mangers/ LT should decide whether the student should return to lessons while the incident is being investigated
  • Students who cannot write easily may dictate their report, which should be written down verbatim. The student and the scribe must sign and date the report
  • If you cannot read the report, or there are things missing, you can annotate the report, for example by writing words more clearly or putting in names of students instead of “he said, she said”. If amendments are made this must be read back to the student who must sign the report

These reports are essential; Progress Managers must make sure that photocopies are taken early and key reports are filed safely in school at the end of the day.

  • When interviewing students be very careful to identify who was where and when; draw a plan if necessary. The evidence must be very clear about what happened and who did what
  • Any member(s) of staff involved in investigating the incident should also write a brief report about what happened and the reactions of student involved. The emotional responses of both students and staff involved are relevant and should be recorded. The report must be signed and dated by the member(s) of staff e.g. I was scared, student was clearly very upset
  • Member of staff involved in the incident must be informed of outcome as soon as possible
  • Teaching staff should be informed as early as possible that a student is not in lessons due to an

investigation. Progress Managers to send email to relevant staff if student to be out of circulation whilst the incident is being investigated.

Progress Managers should look at the student’s file and any school records. Have they previously been excluded? Or warned about exclusion?

Any allegations against staff are very serious and therefore the staff involved should not be involved in the investigation, and should write their own statement of what occurred. A member of the LT must be notified immediately.

The exclusion letter must be written by the Headteacher. The letter will be processed as a matter of urgency so staff must inform a member of LT immediately if any further information comes to light which could impact the content/sending out of the letter.

In an emergency, a student can be sent home for health and safety reasons pending a decision about punishment following a full investigation of the incident. However, the child must be collected from school. Only the Headteacher (or a Deputy Headteacher in the absence of the Headteacher) can make this decision.

The student should be collected by the parent/carer as soon as possible and the parent/carer and student must be fully informed about the reason for the exclusion and the length of exclusion; they should be handed a copy of the exclusion letter at the same time.

Work must be sent home for students; if this can be arranged before they leave this is helpful, if not Progress Managers will arrange it. This is a legal requirement.

Students and parents/carers must be informed of the date of the re-entry meeting which should take place before the student returns to school (it can be 24 hours before, but ideally the morning on which they return). On return, the expectations of behaviour must be made clear and the support which will be given to the student explained. If relevant, a Pastoral Support Programme should be written.

Records must also be kept on the Student File.

13) Appendix 12 – Behaviour for Learning Centre

Behaviour 4 Learning Centre (B4LC)

ISOLATION CODE OF CONDUCT WHAT IS INTERNAL EXCLUSION?

Internal exclusion is a disciplinary sanction used for students who behave in a severely inappropriate manner which impacts significantly on the learning environment at Crickhowell High School.

As a school community we pride ourselves on the positive attitude and behaviour of our students and will not tolerate behaviour which compromises the high standards we expect.

Internal exclusion is a serious sanction.  It is a warning to students that should this behaviour persist they are at risk of a fixed term exclusion, which will be permanently on their educational record.

Examples of behaviour for which students may be internally excluded are:

  •  Offensive and abusive language to a member of staff
  •  Physical harm caused to another student
  •  Repeated disruption of the classroom learning environment
  •  Repeated failure to adhere to school uniform code or behavioural code
  •  Smoking

What happens when a student is internally excluded? 

The student will be informed by the Leadership Team or Progress Leader the reason for their internal exclusion and will be told the date upon which this internal exclusion will take place.

The Leadership Team or Progress Leader will contact parents and inform them of the reason for the internal exclusion. The Progress Leaders will inform staff including form tutor and ensure that this is recorded in the Internal exclusion/ Isolation Log by the Heateacher’s PA.

On the day of the internal exclusion the student should report immediately to Progress Leader.  The student will then be escorted to the B4LC where they will remain throughout the day.  Work will be provided for the student to complete along with the opportunity to discuss their behaviour with a member of staff at the end of the day.

Any additional support required to reduce the possibility of future exclusions will be addressed.  Students will be monitored throughout the day and will have supervised break and lunchtimes.

Throughout the day students will keep a record of the work completed during their internal exclusion. This will be signed by the relevant Progress Manager at the end of the day.  Failure to successfully complete work set and behave appropriately when in an internal exclusion may result in an additional period of internal exclusion or fixed term exclusion.

BASIC EXPECTATIONS 

INTERNAL EXCLUSION

  1. Students will arrive at school in full school uniform at 8.40am and report to the relevant Progress Leader.
  2. Students should ensure they have the relevant equipment necessary for learning. Students should be reminded that mobile phones are not permitted in the B4LC and if the student has a mobile phone, it should be turned off and placed in their schoolbag.

GUIDELINES AND CONTRACT  

Students will wear their uniform correctly at all times.

Students will remain in the B4LC for the duration of their exclusion.

Students will not communicate with other students.

Students will complete work set to the best of their ability.

Students will be polite and cooperative in their interaction with staff.

Students will catch up on any work missed from within the lesson.

Students should be aware that internal exclusion is a serious disciplinary sanction and should repeated future behaviour continue to cause concern the student is at risk of exclusion which can adversely affect their future applications for jobs or college.