written by the staff of Marston Middle School Oxford
Behaviour in School
Behaviour in School
1 Basic principles
1 Basic principles
Our "Mission Statement" describes the school as a community of pupils, staff, parents and governors within the wider community. It goes on to state that our aims are:
The above aims can only be achieved if all members of the school (pupils, teachers, other staff, parents/guardians and governors) behave in ways which are acceptable to the school community as a whole. These acceptable forms of behaviour can be identified by listing the Rights and Responsibilities which all members of the school have.
2 Rights and responsibilities
All members of the school have the following rights:
Teachers (and, where appropriate, classroom assistants) have the following rights (in relation to pupils):
3 The good behaviour scheme
Staff should be generous with praise where appropriate, such commendations being written in exercise books and/or homework diaries. Recognition of pupils' achievements can be acknowledged in form tutor periods and in year group assemblies. Pupils' work should be displayed as much as possible. The head teacher and year coordinators all welcome the opportunity to praise individual pupils for pieces of good work or especially good behaviour if these are brought to their notice. The head teacher's commendation and courtesy card schemes have been working well for some time now. Above all, praise and encouragement should be offered as often as possible.
The behaviour record folder
Each class has a behaviour record folder containing a behaviour record sheet (obtainable from the school office) for each week. The folder is taken from lesson to lesson by a responsible pupil. The behaviour record sheets are used to record behaviour credits and debits.
1 Arrive promptly and fully equipped for lessons
Around the school
1 Walking and talking are the rules when moving around inside the buildings - no running or shouting
1 Be polite and courteous
No members of the teaching staff of this school are required to be on duty during the lunch-break: the head accepts responsibility with the assistance of the lunchtime supervisors.
All non-teaching members of staff (The librarian, lab assistant, office staff, learning support assistants, site manager, lunchtime supervisors and kitchen staff) should be treated with the same respect as other members of the school. They may give courtesy cards and recommend pupils for other rewards. They may also ask form tutors to give pupils debits. Lunchtime supervisors may give pupils debits for breaking the lunchtime rules - they should inform office staff who will see that form tutors are notified.
Lunchtime supervisors should wear name badges so that pupils can call them by their names. They should be offered a termly opportunity to discuss their roles with the head.
Pupils automatically receive a behaviour credit for every lesson during which they keep all the agreed rules. At the start of each lesson, absent pupils should be marked with an 'A'. At the end of each lesson pupils who have received debits during the lesson (see below) have the number of the rule broken recorded for each debit. Finally, the credits are recorded as oblique strokes (which are very quick to mark). Each pupil who breaks no rules will thus end each week with 24 credits. Pupils who achieve credits should be praised freely.
Pupils who achieve100% credits will receive an 'excellent behaviour' certificate; almost 100% credits will receive a 'good behaviour' certificate; less than this will receive a letter informing parents/guardians of their child's credit/debit scores.
The good behaviour scheme seeks to encourage good behaviour, but it also provides for debits to be given for breaking the agreed classroom rules. The first time a pupil breaks a rule s/he should be given a warning and his/her name should be written on the blackboard. For subsequent breaches of rules, a debit should be given: the teacher should make it clear which of the classroom rules the pupil has broken and the number of the rule should be indicated on the behaviour record. If a pupil gets two debits in one lesson, s/he should be told what the punishment will be (eg staying in at break) and then sent to the year coordinator for the remainder of that lesson. Pupils may not be sent to the foyer nor sat outside a classroom as a punishment.
During the form tutor period on Friday afternoon, the form tutor adds up the total credits and debits for each pupil and, after telling pupils their scores, send the sheet to the year coordinator. Year coordinators should make photocopies of the week's sheets and send these to the school office.
At the end of each half-term the head teacher will send excellent and good behaviour certificates or letters (depending on the pupil's performance) to all parents/guardians.
4 Other strategies for dealing with unacceptable behaviour
Strategies for dealing with unacceptable behaviour should be common throughout the school and parents should be made aware of them. All staff should follow the agreed policy and supply teachers should be given a brief summary.
'Blanket' sanctions should be avoided - ie staff should not punish a whole class because some pupils have offended - this is unfair to the rest of the class.
An initial letter outlining the sanctions (draft attached) to go to all parents early in the summer term 1996. A version of this letter should be sent to all new parents.
Some things are forbidden at this school: Truancy; bullying (physical violence, intimidation, name-calling, racist and sexist behaviour etc); spitting; damaging or stealing property; bringing unsuitable things to school such as cigarettes, tobacco or matches, dangerous implements (knives etc), inappropriate materials (pornography etc).
A useful strategy for helping difficult pupils to improve their behaviour is the contract, in which targets - and rewards for achieving them - are set out and agreed to by pupil, staff and, where appropriate, parents.
More serious incidents must be recorded on behaviour incident forms. Office staff collect these forms and collate the information. This is given to form tutors weekly: they should pass it on to year coordinators. Where a pupil gets three or more forms in a week, a standard letter (available from the office) is sent to the parents by the year coordinator. If the pupil gets three or more forms the following week, a second letter is sent, asking the parents to come into school to discuss the pupils behaviour. If the parents do not respond, the matter is referred to the head teacher.
Keeping pupils in
Staff have the right to keep pupils in during morning break. (Keeping pupils in at lunchtime is problematic since some go home - better to keep them in at break). Pupils may be kept in for up to ten minutes at the end of the school day without informing parents, but keeping a whole class in should be avoided except in extreme cases.
Staff have the right to put a pupil in detention for 45 minutes after school. The member of staff giving the detention must give parents at least twenty-four hours notice by phone or in writing (a standard letter is available from the school office) and must supervise it, though staff may share this duty. For example, if three teachers put three pupils in detention on the same night, only one of them need supervise.
Refusal to cooperate
If a pupil refuses to comply with a reasonable instruction, the teacher concerned should ask the pupil directly 'Are you refusing to cooperate?' If so, the teacher should, when possible, send the pupil to the head teacher with a note of explanation. If the head is satisfied that the teacher's instruction is a reasonable one and the pupil still refuses to comply, the head will either phone the parents to arrange for the pupil to go home for the remainder of that day or will delegate this duty to the member of staff making the complaint.
Staff are entitled to confiscate a pupil's property if
Minor incidents should be punished by keeping in at break or by detention. Incidents involving actual injury (bruising, bleeding etc) will be dealt with as follows:
Exclusion is a sanction for misbehaviour and a means of intervening in the situation of a school student for whom educational provision has broken down.
Only the head teacher may exclude a pupil. Exclusions can be fixed-term (maximum five days) or permanent. In both cases, parents must be informed in writing and have their right of appeal explained. A copy of the letter and an exclusion form must be sent to the education officer for the school. In the case of permanent exclusions the governors must discuss the case within 15 days and the LEA and the governors have the right to reinstate the pupil.
5 Parental support
A letter outlining our behaviour policy will be sent to parents/guardians before their child is admitted to the school. They will be invited to sign a return slip indicating their support.