HINCHINGBROOKE

SCHOOL

Policy Statement
on

BEHAVIOUR

Drawn up by:                              GNM

Date:                                                   November 2007

Date adopted by Governing Body:              14.11.07 (Ethos)               

Revised:       

The Hinchingbrooke Way
Behaviour for Learning Policy

OUR MISSION

It is our ambition that all Hinchingbrooke students achieve, at each stage, the highest possible step on their learning journey.  They will have self-confidence, founded in their learning achievements and social skills, to become good citizens.  Their physical and spiritual well being will give them energy and enthusiasm for the challenges before them.  We expect that they will have pride in their success and find their school life a lasting inspiration.  For our students, we seek to be the best.

THE HINCHINGBROOKE WAY – BEHAVIOUR FOR LEARNING POLICY

Rationale

We recognise that good behaviour is essential so that individuals feel secure and learning can take place effectively. Success and recognition of positive achievement helps student self-esteem and confidence which in turn leads to self-discipline.
This policy will set explicit standards for a rewards and sanctions system.  Praise for positive behaviour is more effective in motivating students and is fundamental to the ethos of Hinchingbrooke School.  The Learning Grid found in the student planner is used as a basis for reporting progress and the five headings of Teamwork, Performance, Fair Play, Effort and Leadership have a clear link to our specialist status. One of the main aims of using the grid is to make students realise the impact their behaviour may have on their own learning and that of others. It also allows us to more easily identify those who should be rewarded for their efforts. Respect for others and their right to learn, personal responsibility and an emphasis on improvement run throughout the grid.

Rewards:

• help to build and maintain positive relationships between staff and students
• produce an ethos whereby success is celebrated
• make school more enjoyable for students and staff
• contribute to student self-esteem and confidence
• raise attainment

Sanctions are more likely to change student behaviour when they address poor behaviour without condemning the person and encourage students to take responsibility for their actions. Effective sanctions are :

• fairly applied within a short time frame
• reasonable and proportionate to the incident
• organised in a hierarchy and do not escalate too quickly
• consistently applied
• focus on the behaviour not the person
• enable students to make choices for long-term improvement

The consistent application of the school rules and the LEARNING code is crucial to establishing and maintaining good order and behaviour for learning.

All staff must enforce and support these rules: to ignore a breach of the rules is tantamount to condoning the behaviour and undermines colleagues. Where a matter is referred to another member of staff for action there should be feedback about what action has been taken. This reinforces the idea that staff are working together to improve behaviour and raise standards.

We must be consistent in our application of the rules, codes of conduct, rewards and sanctions. Inconsistency is confusing to pupils and undermines the work of other staff and student confidence in our systems.

               Behaviour for Learning

                           Hinchingbrooke Code of Conduct

To get the most out of my learning journey I will……………

L        Listen to staff and follow their instructions
E        Encourage and support others
A        Arrive on time, ready for learning
R        Remember to keep my hands, feet, objects and personal comments to myself
N        Never forget that everyone has the right to feel safe in our school
I         Involve myself in school and make an effort in all I do
N        Never let my behaviour stop someone else learning
G        Get organised and bring what is needed to school

THE HINCHINGBROOKE WAY -  SCHOOL RULES

At Hinchingbrooke we expect excellent conduct and consideration for others. We expect our students to be aware of the LEARNING code and Learning Grid which make it clear the attitudes to learning that we want at our school. There is also a need for a clear and explicit message about other aspects of behaviour. We expect our students to:

• Follow the LEARNING code
• Behave in a way that brings credit to themselves and our school - on the way to and from school and when off site for any reason such as trips or on work experience
• Wear uniform correctly – follow the rules in your planner {a copy of which is attached to this document}
• Not to be involved in bullying of any kind
• Move around the school in a calm manner
• Look after our school – litter, graffiti and damage make our school a worse place to be for everyone. Chewing gum is banned for these reasons
• Follow all Health & Safety rules eg wearing goggles in science and the safe use of tools in technology
• Not to bring to school any banned items – alcohol, illegal substances, weapons, laser pens, tobacco etc, aerosols, correcting fluid (eg tippex) and offensive materials
• Know that mobile phones, ipods/MP3 players and similar items are not to be used whilst at school and should be switched off and in bags
• Realise that non-uniform items, mobiles etc and any item causing nuisance, danger or disruption may be confiscated for a period of time. Banned items will not be returned if confiscated.

Serious misconduct

The following types of behaviour will be treated very seriously and may lead to a period of isolation or exclusion which could even be permanent.  Hinchingbrooke School reserves the right to involve the police and other agencies when necessary.

• Assault eg fighting
• Theft eg stealing from changing rooms
• Verbal abuse eg swearing at staff
• Intimidation and bullying eg racist comments to another student
• Dangerous conduct eg setting off fire alarms
• Defiance and/or a refusal to follow instructions
• Bringing illegal or dangerous items to school eg drugs or knives
• Repeated disruption to the learning of others

There must be consequences for breaking these rules. This may range from a simple reprimand through detentions to exclusion in serious cases. Hinchingbrooke School reserves the right to exclude students from social events, eg Year 11 Formal, trips and membership of school teams if their behaviour or attendance is deemed unsatisfactory.  Sanctions must always be reasonable and proportionate to the circumstances of the incident.

It is the duty of all members of Hinchingbrooke School to support these rules which are there for the safety and protection of us all.

ROLES AND RESPONSIBILITIES

Students will

• be responsible for their own actions
• follow the school rules and the LEARNING code
• be truthful and own-up to wrongdoing
• accept sanctions imposed for inappropriate behaviour
• report incidents that interfere with the well being of others

Staff will:

• be positive role models and treat all students as responsible young people in the expectation that they will respond in the same way
• be responsible for ensuring that policy and procedures are followed consistently and fairly applied
• recognise and reward good behaviour in  class and around the school
• challenge poor behaviour in  class and around the school
• communicate about students by sharing information about students through appropriate channels eg notes in planners to parents
• ensure that persistent poor behaviour is discussed with team leaders for further sanctions and support

The Tutor will:

• support the work of staff in managing individual behaviour
• communicate with parents regarding any concerns or improvements as part of monitoring a student
• provide guidance and strategies for student self improvement
• make reasons for rewards or causes of concern known to Head of Year

The Head of Department will:

• be a positive role model                                                                                                 
• be responsible for behaviour within their department
• ensure consistency in the application of rewards and sanctions
• monitor individual and group concerns and maintain the department behaviour log
• put behaviour on the agenda for department meetings on a regular basis
• establish a safe room timetable
• organise and run a  department detention system
• refer persistent concerns to LG link and appropriate pastoral team
• identify any need for local rules eg Health & Safety and communicate these via a written policy to staff and students. This must include supply staff, TAs, Cover Supervisors and any visitors such as exchange students.
• ensure department  policy  is clear about the criteria for rewards and sanctions used in the department eg what subject certificates are awarded for
• analyse data from the assessment system and behaviour log to identify groups or individual students that need rewarding  or support for poor behaviour

The Head of Year will:   

• respond to persistent behaviour across subjects with appropriate sanctions
• identify students across subjects for appropriate rewards
• analyse data from the assessment system for patterns within their year group
• refer students as needed for isolation or exclusion
• support tutors in the management of individual students
• provide support through monitoring and target setting for those students who are persistent concerns
• organise Year Team  detentions
• ensure that behaviour is a regular item on the agenda at Year Team meetings
• keep a behaviour log to record incidents

The Assistant Heads will:

• respond and support Heads of Year in dealing with Amber and Red behaviours with appropriate sanctions and ensure that they are dealt with as a priority
• seek opportunities to praise individuals and groups through celebrations of success
• make referrals for internal isolation and temporary exclusions
• ensure behaviour is a regular item on  the agenda for Head of Year meetings
• discuss patterns and issues identified through analysis of assessment data

Leadership Links will:

• support the Head of Department in maintaining good behaviour in departments
• discuss concerns with Head of Year and Key Stage Managers
• discuss and support strategies to address persistent poor behaviour identified from assessment data

REWARDS AND RECOGNITION
Praise, rewards and recognition are an essential part of creating a positive climate for learning.
Praise and rewards are much more effective in motivating students than sanctions and all departments should discuss their use on a regular basis so that consistency is maintained.
It is important to consider how students like to receive praise. For some, public praise is difficult and a quiet word later in the lesson or on the way out is much more valuable. Even stronger is the use of ‘secondary praise’ where a good comment is written in planners for parents to see or is passed on to a colleague who then delivers the message back to the student.
It may be tempting to over-praise students’ responses during questioning by using words such as ‘fantastic’ or ‘excellent’ to describe work that is barely adequate – over time these words lose their meaning. If the response is overly-positive what tends to happen is that the level of expectation about what the class can do will fall.

Examples of suitable rewards and recognition

There are a wide range of responses available to staff which range from formal rewards such as merits to informal rewards such as verbal praise. It is important that students are aware of how rewards can be earned and that staff will award them fairly and consistently. Our system of rewards shows that we value a student’s progress, achievement and effort.
The system of rewards at Hinchingbrooke has been designed to reflect the fact that different year groups have different needs – what works in Year 7 will not necessarily work with Year 11. The system has been developed in consultation with students and their views have greatly influenced the final form and range of rewards.
As well as the day to day system in use, such as the giving of merits, there is also the opportunity for public recognition of the efforts students make in school. This is done through:

• Celebration Assemblies which each year group have every half-term
• Able, Gifted and Talented Evening
• Celebration Evening  at the end of the Key Stage
• Presentation Evening

Such events recognise attainment, achievement, progress and contribution to school life. These include:

• School Awards in the form of bronze, silver, gold and platinum  pins for sporting excellence
• Certificates and trophies for attainment and  improvement in the Key Stage 3 SATs
• Service awards for recycling
• Personal development on the Grafham Residential trip
• Recognition  for 100% attendance

The above are just a small sample of the wide range of ways we celebrate success.

Years 7 & 8

Staff issue merits to students and these are recorded in their planners with a brief reason for the merit. Tutors keep a record of these merits and the form with the highest number of merits is announced in assembly with certificates presented for the form notice board.

Staff are invited to nominate a star of the week. This can be for non-curriculum things such as good deeds eg helping another student who has had an accident. The names of the nominees go into a draw – all names are read out and the winner gets a certificate and cinema voucher.

A  non-school uniform day is awarded to the form with the highest number of merits in a half term and a letter goes home for the whole class.

Merit rewards are collected for 10, 25, 50, 75 and 100 merits – these include things such as sporting equipment, pencil cases and WHSmith vouchers.

Merit certificates are presented in assembly by the Head of Year. Star of the Week and merit winners are listed on the Year Group website.

Year 9

In Year 7 & 8 merits are very effective rewards – most students are more than willing to work hard as a means to get them. As students get older they become less effective and students start to grow out of them. In Year 9 the system is modified to refresh the idea of rewards and attempts to offer extra encouragement.

As with Year 7 & 8 merits are awarded by staff for things such as good effort, academic improvement  and being a good citizen around the school.

Once every half-term a merit draw is held with pairs of cinema tickets as prizes.  All students who have gained five merits get one entry into the draw – this allows for multiple entries depending on the number of merits they have. In addition the student who has most entries in the draw will automatically get a prize.

There is also the facility for staff to nominate an ‘instant entry’ into the draw for exceptional performance over and above that expected normally of a student – this also triggers a post card to be sent home.

Years 10 & 11

Students in KS4 view merits as childish and they rate them as of little consequence. The system is based around giving ‘Golden Tickets’. The students helped to design of the tickets and they make explicit reference to the headings on the Learning Grid and thus the specialist status of the school.

Staff issue these directly to the student and they are responsible for keeping them safe. They are a lot harder to earn than merits and students approve of this as they see them as having a value in their own right.  When a student has five of the tickets they are handed in to the Head of Year and are entered into a half-termly prize draw.

Students were consulted about what they wanted as a prize and the consensus was that a single high value prize was in preference to more lower status prizes. All students entered for the draw also get a letter home.

Guidelines for staff giving rewards

It is important that rewards are valued by students and parents. Rewards should recognise that the student has contributed something extra to that routinely expected of them. This could be related to their performance on the Learning Grid, representing the school in sport or going out of their way to help others. If rewards are given too freely then they cease to be worth earning. The table below gives some examples of rewards and when they are appropriate:

SANCTIONS

The Education and Inspections act 2006 gives us a clear authority to punish students whose behaviour is unacceptable, who break school rules or who fail to follow reasonable instructions. The purpose of sanctions is to improve behaviour and lead to better learning.

Sanctions are most effective if we set clear standards and expectations.
 
Sanctions should focus on the behaviour, not condemning the person

• Sanctions should encourage reflection on the effects of inappropriate behaviour
• Whole-group sanctions are not school policy
• All sanctions are to be reasonable and proportionate to the incident
• 24 hrs notice must be given in writing for all detentions out of normal school hours
• Confiscation must conform to school policy
• Sanctions should take into account individual circumstances such as transport difficulties
• For further advice on class room management please consult the Learning and Teaching policy

As a general rule if an incident happens in class then it is for the Department concerned to deal with. Misbehaviour around the school or across subjects is a pastoral concern. Misbehaviour at break-times should be reported to the relevant Duty Team Leader.

It is the duty of line managers and team leaders to keep staff informed about the sanctions being imposed after an incident as soon as possible. It should be made clear if there are issues such as child protection (without necessarily going into details) which may affect the application of particular sanctions. Staff need to feel that the system is dealing with misbehaviour and that something is being done to support their authority. At the same time staff must recognise that there may be factors that they are unaware of that could influence the outcome and the sanction being imposed.

Similarly students and parents should be kept informed about what has been done to address their concerns. Parents who are concerned about any case of exclusion should refer to the Complaints Policy.

Note: Staff means all responsible adults in charge of or working with students eg this includes site team, Teaching Assistants, cover supervisors, invigilators, volunteers, outside providers and even candidates on interview.

Behaviour for Learning Procedures

WHAT TO DO IF………
It is not possible to cover every situation or eventuality but there are some that are fairly common in day to day teaching. The great majority of students will cooperate when challenged about their behaviour. Allow students time to respond to instructions but be insistent that your instructions are then followed.
Out on duty:
Smoking: Ask them their name. Remind the student about the danger to their health and the fact that all of Hinchingbrooke is a non-smoking site (Cambs. CC policy, new legislation etc). Confiscate the smoking materials. Report who they are and where they were found to Admin.
Litter: Ask them their name. Tell them to pick up the litter and put it in the bin. Remind them about the need to look after the site. Warn them that if seen doing it again there will be consequences eg loss of break time.
‘Play fighting’: Tell them to stop. Ask them their names. Warn them of the dangers of escalation into real fighting and the risk of injury to themselves and others. Send them off in different directions. Be aware of the possibility that this may be part of a bullying incident and inform the tutors.
Throwing stones or other objects that could cause damage or injury: Tell them to stop. Ask them their names and report the incident to Admin. Remind them that what they are doing is dangerous and of the possible consequences in terms of harm to others or damage to the school. Throwing stones is a serious issue and should be taken further. Use a Red Referral Form.
Being out of bounds: Ask them their name. Remind them of where they can and can’t be. Escort them back into bounds.
If you need to deal with a student for refusing to follow instructions then your first port of call is your Duty Team Leader.

In class:
Preventing others from learning: This is deemed to be a serious issue and cannot be ignored. Apply normal classroom behaviour management strategies. If a student has to be removed from the lesson this should be recorded in the planner. Follow departmental behaviour referral procedures.
Being late: Record the amount of time on Bromcom. Do not let their lateness distract from the start of the lesson. Deal with this at the end. Remind them about the importance of punctuality and that they may have to make up the time eg lunchtime detention. If it is part of a pattern of lateness make sure the tutor is informed and use appropriate sanctions.
Not being equipped: Do not let this distract from the business of the lesson. Lend them what is necessary. Make sure that it is recorded in the planner that they are not equipped for school and inform the tutor if this is a persistent problem.  Contact home if the issue is not resolved. Use departmental referral procedures.
Lack of homework: Find out why. Make a note in the planner that homework has not been done. Issue appropriate sanctions. If this is a persistent problem then inform the tutor and use departmental referral procedures.
Uniform issues: Tell the student to get into correct uniform eg to remove any non-uniform items such as inappropriate jewellery or to put shoes on. Remind them that non-uniform items may be confiscated. Inform the tutor if this is a persistent problem.
Banned items: Confiscate if seen. Remind the student why they are banned. Inform them of what will happen to the item. If this is a serious issue eg illegal item go straight to Head of Department at the end of the lesson.

If a student fails to respond to normal classroom behaviour management strategies follow the Behaviour for Learning procedures. If you need support enlist the aid of colleagues and Head of Department.

STAFF CONSISTENCY

Senior staff help to develop and maintain consistency by:

• monitoring approaches to behaviour in their link department or year teams
• monitoring the work of duty teams
• discussing behaviour at meetings for the whole staff and sub groups such as Management & Leadership Group, Leadership Group Strategy, Head of Year, Teaching & Development Group and Learning & Development Group etc
• keeping governors and parents informed
• ensuring that there is appropriate training and professional development for staff at all levels within the school
• maintaining a presence around the school
• taking issue with individual members of staff who do not apply and support this policy
• collating and analysing data to inform future strategies for improvement
• reviewing and evaluating this policy on an annual basis

Other Policies:

The Behaviour for Learning Policy should be read in conjunction with the following:

Staff Handbook

General Policies on:
Bullying
Child Protection
Learning & Teaching
Mobile Phones, Personal Music Players & Games Devices
SEN
Disability Equality Scheme & Access Plan
Medical Needs Policy
Inclusion & Equality Policy
Complaints Procedures
ICT Policy
Smoking Policy

Note.

Staff means all responsible adults in charge of or working with students eg this includes site team, TAs, cover supervisors, invigilators, volunteers, outside providers and even candidates on interview.

CONFISCATION

There will be three levels of confiscation:

• access eg in a filing cabinet in a department base. This would normally be returned at the end of the day. Staff are responsible for the safe keeping of the item.
• Temporary and held by the office eg mobile phones, MP3 players, inappropriate jewellery. Any items of high value. These are handed in to the office and staff are given a receipt. Parents are contacted and asked to collect the item. It is most important that staff make sure they have the name of the student from whom the item has been confiscated from.
• Permanent. The Act now gives us the right to retain and dispose of some items eg those that are illegal or considered a risk. This will include all banned items such as laser pens. Other items not on the banned list but considered by staff to be dangerous or disruptive should be handed in to the office as above and a decision will be made by senior staff if the item is to be retained. Parents will be contacted and informed of the decision.

Nuisance items, eg water bombs, may be disposed of by staff directly. This also includes smoking materials and aerosols.  A note should be put into the student planner.

DETENTIONS

The Act specifies that notice is not required for detentions within the school day. Break and lunchtime detentions fall within this although students must always have an opportunity to get something to eat at lunchtime. Parents should be informed that this has happened via the planner, email or phone call.

After school detentions require 24 hours written notification. These may be held within departments or as Year detentions. Consideration should be given to special circumstances eg if a student travels by taxi or has a hospital appointment.

Non attendance at a detention (without good reason eg letter from parent explaining special circumstances) should always be treated as a serious issue and must be followed up by the member of staff giving the detention.  Staff should adhere to the Behaviour for Learning Procedures (page 10) and seek the support of colleagues as necessary. Nothing undermines our behaviour systems more than students thinking nothing will happen if they don’t turn up.

Whole class detentions are not allowed because of the actions of some students.  It is permissible to keep a class for a short while in order to investigate an incident eg theft or damage.   

BEHAVIOUR FOR LEARNING – HEALTH AND SAFETY

Subject Rules

Some subjects have their own rules in addition to the school rules. This is usually for health and safety reasons. Practical activities may involve some risk and these rules are designed to enable staff and students to work and learn in safety.
It is a serious issue if these rules are broken. As well as normal school sanctions being imposed students may find themselves not allowed to continue with a particular activity.

It is the duty of subjects to make known their particular expectations and students must be regularly reminded of their responsibilities for the health and safety of themselves and others.  It should be clear what kind of sanctions may be imposed if the rules are broken. 

Currently the following subjects have their own rules:

• Science
• Design & Technology
• Food & Textiles
• PE
• Drama
• Geography

Detailed subject rules can be found in the subject areas on the school website. 

Road Safety and Cycling

We expect excellent student behaviour when they are crossing the road going to and from school. Students must follow the direction of staff when using the crossing and must use the underpass rather than going onto the road.

Students must not cycle on school premises.

Hinchingbrooke School recommends the use of cycle helmets.  Students are reminded that working lights are essential on dark evenings.

Out of bounds

Some areas of the school grounds are out of bounds at all times unless under the supervision of staff. This includes the lower field, wooded areas, car parks, bike sheds, Japanese and Rose Gardens, Sports Facilities eg astro turf and the grass in front of the lower school and anywhere that would be out of sight of duty staff.

Students are expected to be on site during the school day unless they have permission eg dentists appointment. This means that anywhere other than school is deemed to be out of bounds eg the hospital, Hinchingbrooke Park, local shops and station.

ISOLATION ROOM
Hinchingbrooke School operates an internal isolation facility to address poor student behaviour.  Students who are sent to the Isolation Room are those whose behaviour is at the Amber or Red level. Each case is carefully considered according to the particular circumstances. It should be noted that a refusal by a student to cooperate with the expectations of the Isolation Room could lead to a temporary exclusion. There are some serious incidents, such as fighting, that would still warrant a fixed term exclusion from school. This facility is also used to support students as part of a re-integration programme where a student has a fixed term exclusion of over 5 days.

Procedures and processes

(a) Gatekeeping
     Students are only placed in the Isolation Room by key pastoral managers who act as gatekeepers. The decision to place a student in the Isolation Room occurs when all other behaviour strategies as part of the school behaviour policy have been considered or applied.
     The Lead gatekeepers are Key Stage Managers/Heads of Year.
     The Student Support Teams for Key Stage 3 and Key Stage 4 provide an additional forum in which other key pastoral leaders provide advice and guidance on student matters.
     Members of Leadership Group maintain an authoritative role through liaising with Key Stage Managers/Heads of Year on student discipline matters.

(b) Isolation Room operating times
     The Isolation Room facility operates 2 sessions:
     Morning session:            8.45 am – 12.00 pm
     Afternoon session:         12.00 pm – 3.35 pm

(c) Student Isolation
     Students must not be brought or sent to the Isolation Room as an immediate response to their behaviour.  Students whose behaviour warrants a period of isolation are initially placed under the supervision of a pastoral or senior manager of the school. The earliest time that a student can be accepted into the Isolation Room is the next available session.

Parents are to be informed of the decision to isolate a student at the earliest opportunity either by phone or e-mail by a pastoral manager.  A formal letter is sent to parents by the school outlining the length of isolation and the reason.  A copy of the Isolation Room procedures is sent with the letter.
AM or PM sessions have to be passed and a PASS/FAIL criteria is applied.  All students are informed of this criteria on entering the Isolation Room.  Where a student fails to pass he/she is informed of the reason and the session is repeated on a rolling programme.
Students placed in the Isolation room do not have a morning break or lunchtime.  Students can choose from a selection of rolls, which are brought to the students to be eaten in the facility whilst being supervised.  Water is available at all times.
Toilet breaks are at designated times and students are escorted by a member of staff.

(d) Student work/curriculum
     The Staff of the Isolation Room will provide work for the student.  This will follow as much as possible the individual student timetable.  Where this is not possible core curriculum and personal development work will be provided appropriate to either Key Stage 3 or 4.  All curriculum work will be forwarded to the students’ subject teacher.

INCLUSION AND OUTSIDE AGENCIES

Some students will have the most challenging behaviours and will require significant support to ensure they are able to access the curriculum. This will mostly include students with social emotional and behavioural difficulties (SEBD) with statements of SEN or students at School Action Plus of the SEN Code of Practice.

These students will have been through all the behaviour sanctions and rewards stated above. They will require additional resources and support. This will include an Individual Education Plan (IEP) and/or a Pastoral Support Plan (PSP). These will set targets for the student and support strategies to help them.

This can include:

• TA hours
• Placement for some or all of their timetable in the Inclusion Room
• Referral to the school’s Isolation Room
• Referral to outside agencies eg educational psychologist
• Support in class or on a one to one from staff from the Secondary Support and Inclusion Service
• Part-time attendance at school
• Attendance on an extended work experience placement
• Attendance at an alternative educational establishment for part of their school timetable eg Hartford Student Support Centre, Huntingdon Regional College
• Attendance full-time at an alternative educational establishment eg The Amber Centre

These specialist programmes are drawn up after discussion with the student, their parents/carers, the appropriate Head of Year, Key Stage Manager, Director of Inclusion and the allocated Secondary Support and Inclusion teacher.

POLICE LIAISON

The following guidelines are to be regarded as best practice and must be followed:

• Contact with the police should be via a member of Leadership Group, Tony Heath or Roy Middleton.

·    We should report serious incidents (eg an assault involving an offensive weapon or resulting in serious injury) or repeated offences (eg a series of thefts). A Serious Assault is one that results in an injury or injuries that would necessitate immediate medical attention beyond the first aid facilities available in the school.

• We must not encourage parents or students to contact the police as a matter of course unless we believe that the incident(s) fits the above criteria. If we are at all uncertain, we should seek the advice of the police.
• We must advise parents and students of the possible consequences of reporting an incident to the police. Such consequences might include the taking of statements and appearances in court.
• We do NOT interview students if we are confident that an incident is sufficiently serious to be a police matter. If we do not think that it is this serious but further evidence leads us to reappraise this decision, we should stop the process.
• It is important to keep parents informed as to the steps we are taking and the reasons for them.

To help guide our professional judgement with regard to serious incidents the following points may be helpful. The loss of £1 from a purse is not a police matter; the systematic theft of items might well be. Two pupils having a fight is a school matter to resolve unless investigations warrant this to be passed to the police. An unprovoked assault, particularly involving an offensive weapon or leading to serious injury, is a police matter.

If you are unsure, please discuss any incident with either of us. The police have also offered to come into school to mediate in any disputes.

SCHOOL POLICY FOR PHYSICAL INTERVENTION WITH STUDENTS

This policy is based on DfEE guidance and the corresponding Cambridgeshire County Council’s document ‘Policy and Guidance for Schools in the use of Physical Interventions to Manage Behaviour.’

This policy applies to all our staff who are authorised to use physical intervention but do so under strict guidance from this policy. The school has two members of staff who are trained in Team Teach Positive Handling Strategies (TTPHS) and are authorised to use physical intervention (AJH and RJM). This training will be updated every 2/3 years. TTPHS that use verbal commands are transferable through staff training, physical restraints are not.

All our staff will understand the importance of responding to the feelings and well-being of the child, as well as to the behaviour itself. Staff will understand the importance of listening to and respecting children to create an environment that is calm and supportive especially when dealing with students who may have emotional and behavioural needs that may increase their aggression.

Hinchingbrooke School is committed to ensuring that all our staff and adults with responsibility for children’s safety and welfare will deal professionally with all incidents involving aggressive or reckless behaviour. We recognise that there is a need, reflected in law, to intervene when there is an obvious risk of safety to its students and staff. The law also allows staff to use force, “if a student is behaving in a way that is compromising good order and discipline”. Hinchingbrooke’s policy is based upon advice from the Local Authority child protection and TTPHS staff. This proposes that staff have a “duty of care” to all students and will make every effort to manage behaviour positively to prevent a deterioration of the situation and to restore a safe, secure environment and relationship with the child. Physical intervention or restraint of students will be used only as a last resort to maintain a safe environment and that this must be appropriate and proportionate.

All incidents that result in physical interventions will be recorded in detail immediately following, or as soon as possible after the incident (i.e. before the end of the day of the incident) by the staff member involved in the original incident, in a bound blue book provided by the County Council and kept in Learning Support room 104. Our blue book of recorded incidents will be available for monitoring by the governing body, County Council officers and Ofsted. 

We will ensure that the student and the member of staff have immediate access to first aid for any signs of injury.  This will be recorded in the blue book and a health and safety incident form.

We will give the student time to become calm while staff continue to supervise him/her.  When the student regains complete composure, a senior member of our staff (or his/her nominee) will discuss the incident with the student and try to ascertain the reason for its occurrence.  The student will be given an opportunity to explain things from his/her point of view.  Staff members will also be given time to recover and will have a period of debrief. The head teacher will be informed at the earliest opportunity. Parents/carers will be informed as soon as possible. We will take all necessary steps to re-establish the relationship between the student and the member(s) of staff involved in the incident.

This policy will be reviewed and discussed with staff and the governing body on an annual basis. Governors will be informed of the number of physical interventions annually.

CODE OF CONDUCT AND DISCIPLINARY POLICY IN THE SIXTH FORM

Our Environment
We are justifiably proud to be based in a grade 1 Listed Building. Collectively we are all responsible for keeping the House and grounds in perfect condition. It is not acceptable to drop litter and it is also not acceptable to walk past litter.
We are constantly striving to improve student study and social facilities. If we have high standards of environmental care then we will have high standards in all other aspects of our work together.
This summer new furniture has been purchased for the grounds at considerable cost. Please treat this with respect and do not move any from designated areas.
Any accidental damage should be reported to the sixth form team immediately.

Dress code
The general rule for dress in the sixth form is office smart. Students should not wear denim, combat style trousers, trainers or logo t-shirts.

Attendance
Sixth form students are expected to:

• Attend all lessons
• Be punctual at all times
• Attend assemblies
• Attend all guidance interviews
• Inform the school as soon as possible of any unexpected absence

If the level of attendance falls below 90% it is likely that academic progress will be impaired and therefore an automatic interview with the tutor is triggered. Parents may be informed and it may also result in a student being required to pay for their examination entries.

Year 12 to 13 progression can be seriously effected by poor attendance.

Diaries

• Sixth form students are expected to have an academic diary.

Movement around and access to the House.

• Student access to the House is via the Courtyard only.
• Under no circumstances do students use the main wooden staircase.
• Hot food is not allowed to be brought onto the first floor.
• No cars may be brought on site without a valid parking permit, available from Mrs Weightman in room 60.
• All student cars must be parked in the main car park at the front of the House.
• It is essential that students follow the 5 mph speed limit and drive safely at all times.

Sixth Form Work/Life Balance
We recognise that many sixth form students choose to take part-time paid employment whilst pursuing their academic studies. However, in our professional capacity and based on our experience we feel it is appropriate and necessary to issue the following guidelines:

• No paid employment must be undertaken during school hours, and this includes Wednesday afternoons.
• Students should work no more than 15 hours a week during term time.
• The demands of academic work must take priority at all times.

If it becomes clear that a student’s academic progress is being impaired by excessive paid employment then we reserve the right to insist on a reduction.
A strong feature of Hinchingbrooke sixth form is the range of extra curricular activities available to our students. These include sport, drama and music. Participation in these activities is encouraged. However, students need to manage their time carefully in order to ensure that their academic progress is not impaired.
Similarly, whilst we encourage students to make use of our excellent grounds for social and recreational purposes during their free time, it is unacceptable for any student to be doing this if they have outstanding academic work.

Use of internet and e-mail, Mobile phones and MP3 players

• All sixth form students must sign the Responsible Users form before they are allowed to access the internet and e-mail.
• The school operates a white list policy however students are encouraged to let teaching staff know of educational sites which they find useful for their academic studies.
• Sixth form students are required to check and respond to, where appropriate, their e-mails at least once every working day.
• Under no circumstances must students play music in the ICT rooms without the use of earphones.
• The content of e-mail is regularly monitored. Any form of bullying, harassment, prejudicial comments and inappropriate use of language will be regarded as serious disciplinary offences.
• A number of laptops are available from JN’s office for student use.
• Mobile phones and MP3 players may be used in and around Hinchingbrooke House only. They must not be used in any other area of the school and failure to comply with this rule may result in confiscation of the equipment.

Games

• A variety of outdoor games are available from room 61 (JN).
• Ball games can only be played between the Rose Garden and the Terrace.
• Under no circumstances can any balls be used on the Terrace or in the House.
• Card games may be played for fun but gambling is strictly forbidden.
• A paid for Pool Table is available in the Locker Room, with the proceeds going to the sixth form fund and will be used to improve student facilities. It is expected that all students will treat this facility with respect. Students will be informed of the times this facility is open. Cues and the cue ball must always be returned to JN’s office.

Students’ use of rooms in Hinchingbrooke House

• H1 and H2 are designated social areas for Year 13 only.
• H3 (Old Dining Room) is to be used as a Private Study and quiet social area for both years 12 and 13.
• H5 is the media room to be used in A level lessons under the supervision of a member of staff.
• H6 is an ICT room for student use.
• H7 (Montagu room) is a Private Study and quiet social area for both years 12 and 13.
• H8 is a computer study area.
• H9 is a private study room.
• H10 is a private study room and archive room. It is also used by the Buddy group. Key available from JN.

All rooms must be treated with utmost respect

Sixth Form Disciplinary Policy.
Our expectation is that high standards of behaviour are considered the norm in Hinchingbrooke Sixth Form. In addition all students must sign a Student/School Agreement before entry into the Sixth Form. If a students’ conduct falls below expectations the following procedure will apply.
Level 1:        A student will receive a verbal warning from a Professional Tutor regarding their standards of behaviour. This will then be passed on, by e mail, to the Assistant Headteacher and/or the Guidance Manager.
Level 2:        A student will receive a verbal warning from the Assistant Headteacher and/or Guidance Manager. Targets for future behaviour will be agreed upon.
Level 3:        A student will receive a written warning, signed by the Assistant Headteacher and/or the Guidance Manager, which will be copied to parents and put in the student’s file.
Level 4:        A student will receive a final written warning in the presence of their parent(s)/guardian(s). A written contract will be established and signed by all parties. Failure to comply with the terms of the contract will lead to dismissal from the sixth form.
A student will have the right to appeal to the Headteacher and Governing Body.

SCHOOL UNIFORM

It is important to wear the right uniform so that you look smart for school.  It should be worn at all times on the school premises and to and from school.

CLOTHING LIST
These items are only available from the school shop.

• School sweatshirt – dark green, with embroidered badge in house colours.
• School Polo-shirt – white with embroidered school badge in house colours.

     Your white polo-shirt should never be hanging out so that it shows below your sweatshirt.  The collar of your polo-shirt should be showing, not tucked away.

• Plain black trousers or a plain black skirt

     These should be in a formal style in plain material.
     Girls should not wear skirts that are very short or very long.
     Trousers should be full length even in the summer.

• Plain white or black socks
• Plain black or natural tights
• Plain black or dark brown shoes with a low, sensible heel.
• Trainers should not be worn to registration, assembly or lessons

Outside clothes such as coats or scarves must not be worn in lessons, tutor-time or in the dining areas.  Hats should not be worn in the school buildings.  Avoid clothing with distinctive logos and football club insignias.
Cyclists should wear bright coats or a fluorescent band and should always wear a cycle helmet.
Trainers should not be worn to registration, assembly or lessons

• They are allowed in PE or other lessons if your teacher tells you to wear them
• They are allowed when playing sports at break eg football or basketball
• They are NOT allowed at other times eg walking between lessons

In other words – Shoes at school!
Uniform means what it says – we should look the same.
Do not personalise your uniform eg badges, pendants, big belts, short fashion skirts or jeans.  Fashion accessories may be confiscated and you may get a detention for not wearing uniform properly.

MAKE-UP & JEWELLERY
KS3
Students from Year 7 to Year 9 are not permitted to wear make-up or nail varnish.
Students in Years 7 to 9 may wear one ring, a watch and one small stud ear-ring in each ear.  The ear-rings should fit close to the ear.  Avoid hoops and drops.  No other jewellery is permitted.  No other visible piercings are allowed.

KS4
At KS4, we have an approach to the wearing of jewellery and make-up that reflects the increased maturity of the students.
We will allow the wearing of discreet make-up and jewellery, but there should be no facial piercings.
In practical subjects (PE, science and design) it is essential that students remove their jewellery prior to their arrival at the lesson.  This is not negotiable and is in response to Health and Safety restrictions.  The school will withdraw this flexibility if it is abused.
If you need to wear an item of jewellery for medical or religious reasons, please bring a letter stating that from home.
If you cannot wear full uniform at any time, please bring a signed and dated note from home.

EQUIPMENT
The key to success is good organisation and having the basic equipment to complete work is very important.  Students should have available pens, pencils, ruler, rubber, coloured crayons, pencil sharpener and a calculator.  This planner should be available at all times during the school day.
If you need to wear an item of jewellery for medical or religious reasons, please bring a letter stating that from home.

Behaviour for Learning

The Toolkit :

Referral forms
Procedures

DEPARTMENT INDIVIDUAL REFERRAL FORM   

Name of student…………………………………………      Form………………    
Staff………………………….

SUBJECT OVERVIEW FORM

Please bring completed to the subject meeting

Staff………………………………………………………..         Date………………………

AMBER BEHAVIOUR REFERRAL

Student Name……………………………………..                Tutor Group………………….

Staff …………………….             Dept………………….      Date……………………………

Reason for referral                                                   Comments/details

Persistent low level behaviour:

Aggressive physical or verbal misconduct:

Failure to respond to department sanctions:

Please specify any further reasons for referral:

Head of Department/Duty Team Leader Actions:

 Put on report                                                          Detention

Removal to Safe Room                                     Parental Contact

Other Sanctions eg letter of apology

Details of Actions Taken

Signed……………………………………………………………..  

Head of Department to Admin to Head of Year to Admin to Student File
copy to Head of Department - feedback to staff - copy to tutor
 
AMBER BEHAVIOUR REFERRAL  RESPONSE

Details of actions taken by pastoral team:

Signed………………………………………………………………     Date……………………

RED – SERIOUS INCIDENT REPORT FORM

Student Name……………………………………………..         Tutor Group………………….

Staff/Head of Dept…………………….    Dept………………….      Date……………………
Duty Team Leader …………………………………………

Reason for referral                                      Comments/Details

Persistent serious behaviours:

Aggressive physical or verbal misconduct:

Failure to respond to department sanctions:

Alcohol/tobacco/drugs:

Refusal to follow instructions:

Bullying:

Theft/damage:

Health & Safety:

Details of Incident:

Head of Department to Admin to Head of Year to Admin to Student File
copy to Head of Department - feedback to staff - copy to tutor

RED – SERIOUS INCIDENT REPORT FORM –  PASTORAL TEAM ACTIONS

Key Stage / Year Report
Internal Isolation
Fixed Term Exclusion
After School Detention
Parental Contact                                  Meeting Arranged

Details of Actions

Further Actions by LG/Support services

Signed ……………………………………………………………………         Date………………………….

SUBJECT REPORT                         

Name………………………………….      Form…………………..    Staff……………………….  

Reporting to…………………………………………….   Break/Lunchtime/End of School

Staff signature……………………………………………………………………..     

Student signature………………………………………………………………….

HEAD OF YEAR LUNCH REPORT

Please only sign this if it is given to you at the correct time.

REPORTING TO TUTOR
YELLOW REPORT

Please give a score as follows:
1 (very poor); 2 (Poor); 3 (satisfactory); 4 (acceptable); 5 (good); 6 (exceptional)

This should be shown to your form tutor every morning