New Drug information

This is a new drug known as 'strawberry quick'.

There is a very scary thing going on in the schools right now that we all need to be aware of.

There is a type of crystal meth going around that looks like strawberry pop rocks (the candy that sizzles and 'pops' in your mouth). It also smells like strawberry and it is being handed out to kids in school yards. They are calling it strawberry meth or strawberry quick.

Kids are ingesting this thinking that it is candy and being rushed off to the hospital in dire condition. It also comes in chocolate, peanut butter, cola, cherry, grape and orange.

Please instruct your children not to accept candy from strangers and even not to accept candy that looks like this from a friend (who may have been given it and believe it is candy) and to take any that they may have to a teacher, principal, etc. immediately.

Pass this email on to as many people as you can (even if they don't have kids) so that we can raise awareness and hopefully prevent any tragedies from occurring.

Rationale

The Drugs Policy aims to provide Drug, Alcohol and Tobacco education to all pupils at Grange School. Pupils are to be helped to develop, extend and practice the skills they need to cope responsibly and assertively in a society in which they are likely to be exposed to many potential harmful situations. The policy includes plans for managing incidents related to these substances in keeping with the caring spirit of the school.

The policy promotes and safeguards the health and safety of the pupils and others who use the school. The policy relates to all staff, parents, governors and visitors. The policy covers and applies to activities outside the school boundaries as well as those within.

Guidelines

• Drugs education provides reliable, up-to-date, objective and balanced information about drugs, alcohol and tobacco.

• Pupils will be given the opportunity to explore a range of attitudes to drug/drug users, including their own and each others through a programme which takes place once a week on a rolling programme.

• The lessons are delivered by form tutors with help from outside agencies including OASIS, the School Nurse / Health Advisor, and Community Support Officers.

• Pupils will be able to explore relevant issues raised by the use of drugs in society.

• Pupils will be able to identify sources of further information and reliable support.

• The range of substances covered by this policy are identified in Appendix B.

• The management of drug-related incidents is covered by Appendix A of this policy.

• The programmes of study for KS3 and KS4 are held by the Drugs Education Co-ordinator and the relevant Heads of Year.

• There have been cross curricular links with Science and RE in the development of this policy.

1.10 Longer term responses to drug-related incidents are included in Appendix C.

 

Monitoring and Evaluation

2.1 The curriculum plans and programmes of work will be monitored by the Drugs

Education Co-ordinator.

• The effectiveness and suitability of resources will be evaluated by the Drugs

Education Co-ordinator.

• The policy will be monitored and evaluated by the Drugs Education

Co-ordinator every two years.

2.3 Procedures regarding report of Drugs Related incidents will be monitored by

SLT (inclusion) every two years.

Appendix A

• If pupils are suspected of using drugs or alcohol we isolate the young person and contact the family asking parents to come and collect them. We support the pupils by accessing the appropriate outside agency.

• If a pupil is found smoking on the school premises, parents are brought into school for an interview with a Learning Mentor.

 

Appendix B

Range of Substances covered by the Policy:

 

• Volatile (sniffable) substances (e.g. solvents including petrol, butane, aerosols, glue, alkyl nitrates)

• Over-the-counter medicines (e.g. paracetamol, cough medicines)

• Prescription medicines (e.g. tranquillisers, anti-depressants, amphetamines, anabolic steroids etc.)

• Alcohol

• Tobacco

• Other legal drugs (e.g. caffeine, tobacco, alcohol, prescription drugs etc.)

• Illegal drugs (e.g. cannabis, heroin, LSD, ecstasy, cocaine)

 

Appendix C

Longer Term Responses to Drug-related Incidents:

Grange School is committed to and understands its longer term responsibility to pupils who continue to misuse drugs.

Responses include :

• Early warning

• In-school listening services

• Oasis@Connexions and/or other specialist consultation group

• Pupil assistance programmes

• Counselling referrals e.g. Oasis@Connexions Intervention Workers

• Case conferences

• Behaviour contracts

• Intensive in-school programmes

• Inter-agency education programmes e.g. Oasis@Connexions training

 

The Use of Exclusions

• Care is taken to ensure that any periods of exclusion do not place the young person at further risk

• Arrangements for receiving pupils back into school include a ‘buddy’ (adult or peer) to relate/report to; close monitoring by a member of staff; adapted/ modified curriculum; one-to-one counselling.

• Permanent exclusion is always a last resort; a final sanction when all other reasonable steps have been taken

• A portfolio of evidence, including standard forms, documenting strategies used and school responses over an appropriate length of time will be compiled.

  
  

 

Rationale

Effective sex education and relationship education is essential in order to help young people make responsible and well informed decisions about their lives. Sex and relationship education should help support pupils through their physical, moral and emotional development and their sexual development. All pupils should have access to teaching which, while encouraging mutual respect, love and care in preparation for adult life, is in accordance with the religious and cultural beliefs of the pupils and parents who attend Grange School.  

Guidelines

• Sex and relationship education is learning about physical, moral and emotional development. It is about the understanding of the importance of marriage and of stable and loving relationship, respect, love and care. It is also about teaching of sexual development and sexual health.

• Sex and relationship Education will be provided through a programme of work which will be delivered in the Active Tutorial programme of Personal, Social and Health Education. Aspects of sex education covered by the National Curriculum for Science will be planned and delivered by qualified Science teachers.

• The teachers responsible for preparing the programme of work and suitable teaching in accordance with this policy are the Year Heads. There should be consultation between community leaders and parents and all groups should be mindful of Guidance given in DfEE 0116/2000 “Sex Relationship and Education Guidance”.

• The delivery of these lessons will be discussed between the Year Heads at the beginning of each term. Pupils will be taught in single sex groups.

• The lessons will be taught by volunteer teachers and outside agencies, including health professionals who will be made aware of the religious and cultural beliefs of all the Grange School pupils by the respective Year Heads.

• Teachers directly involved in the delivery of the materials will plan individual lessons sensitively and in collaboration with outside agencies, where appropriate. Teachers involved in the preparation of sex and relationship lessons should be aware of the sensitive issues surrounding the issues to be covered and the deliverance of the topic. This may involve some additional training.

• The school will ensure that pupils are protected from inappropriate materials having regard of the age and cultural background of the pupils concerned.

• The Active Tutorial programme of work at Key Stage 3 will include lessons to help pupils with their physical and emotional development through puberty and its impact on family values.

• Issues concerning contraception, abortion and unwanted pregnancies will be taught in single gender groups by a teacher of the same gender as part of the Active Tutorial programme at a suitable time during Key Stage 4. The views and religious convictions of the pupils will be respected.

• The prevention of sexually transmitted infections will be discussed in single gender groups by a teacher of the same gender as part of the Active Tutorial programme at a suitable time during Key Stage 4. This is also covered in the KS4 P.O.S. in Science.

 

Monitoring and Evaluation

• The curriculum plans and programmes of work will be monitored by the Sex Education and Relationships Working Party.

• The effectiveness and suitability of resources will be evaluated by the Sex Education and Relationship Working Party.

• The policy will be monitored and evaluated by the Sex Education and Relationships Working Party.

• The programme of work will be evaluated by teachers and pupils and other appropriate agencies through discussions and questionnaires.

• This policy will be reviewed annually by the Sex Education and Relationships Working Party.

 

Working with Parents

Every parent has the right to withdraw their child from Sex Education and Relationship lessons. Parents are informed of this through the school Prospectus. However, pupils cannot be withdrawn from that aspect of the subject which is being covered by Science under the National Curriculum.

Parents will be sent a letter seeking permission for their children to join in the Sex Education and Relationship Education lessons. All parents will be expected to respond. The Home School Liaison Officers will help in the collation of these responses.

 

Rationale:

Every child will have the opportunity to ensure that its achievements are demonstrated, recognised and celebrated.

At Grange

• Assessment should promote pupil progress across and between the Key Stages.

• Assessment should inform pupils, teachers and parents about progress and attainment across the Key Stages.

• Assessment should play a major part in raising pupils’ achievement.

• Assessment is integral to learning. It is about the effectiveness of teaching strategies and identifying pupils’ needs.

• Assessment should support and motivate the learner.

 

The whole school approach to assessing, recording and reporting will:

• Enable all teachers to identify pupils’ abilities and effectively set targets for individual pupils and cohorts of pupils.

• Involve all pupils’ actively in assessment so that they are aware of what is expected of them and what they need to do to improve.

• Involve all pupils in reviewing and target setting through discussion and feedback between pupils, subject teachers and form tutors.

• Inform pupils, parents and teachers and other relevant staff about progress and attainment, meeting all legal requirements for recording and reporting.

• Use a variety of appropriate assessment techniques and assessment data to inform staff of pupils’ abilities, which will in turn, improve the quality and effectiveness of teaching and learning.

• Aim to improve academic standards.

• Motivate pupils to become better learners, building self-esteem and self-awareness.
  

Guidelines:

• Assessment data will be available for all staff on Assessment Manager. ( Appendix 1 – Target setting)

• Parents will be regularly informed about their child’s progress. (Appendix 2 – Reporting)

• Parents will be invited to an Annual Review Day to discuss the progress and achievements of their child, therefore becoming actively involved in setting targets for improvement.

• Each department will devise effective systems for record keeping that will ensure that assessment data will “travel” with the pupils.

• All teachers should be involved in an informed, systematic review of their pupils’ progress and achievements. (Appendix 3 – Reviewing)

• The progress of pupils will be tracked, monitored and supported by Subject Teachers, Form Tutors, and Heads of Department, Heads of Year, Learning Mentors, CSA’s, FA’s and SLT. (Appendix 4 – Roles and Responsibilities)

• All pupils will monitor and review their own learning and set personal targets for improvement.

 

Monitoring and Evaluation

This policy will be reviewed bi-annually at the Academic Board Meeting during the Summer Term unless there are significant changes made to assessment procedures. The policy will take account of national information, LEA initiatives and the views of parents, teachers and governors. (Appendix 4 - Roles and Responsibilities)

 

Marking Policy Statement

 

Rationale:

“Marking” is defined in this policy as the feedback between teacher and pupil about the work produced by the pupil. Although usually written it may also be spoken. Marking used formatively is likely to improve the quality of teaching and learning and raise standards of achievement.

 

The whole school approach to marking which will:

• Provide a framework within which Departments will produce clear, comprehensive and practical guidelines for marking pupils’ work.

• Ensure a consistent approach to marking within and between departments.

• Enable summative data to be used in a formative setting to raise achievement and attainment.

• Provide constructive feedback to pupils about strengths, weaknesses and future learning targets needed to make progress.

• Inform future planning; therefore improve the quality of teaching and learning.

• Be used in conjunction with the ARRA Policy.

 

Guidelines:

• During the year six assessments must be criterion-referenced ensuring that all curriculum areas use the same measures for communicating attainment. At KS3 – levels, at KS4 level 1 and level 2 course Grades.

• Departments must keep the pupils updated, at regular stages throughout a scheme of work, regarding their current working Level or Grade (KS3 and KS4 respectively)

• Marking should be undertaken regularly to give meaningful feedback to the pupils as soon as possible after the work has been completed.

• Feedback (comments) should indicate specific strengths, highlight weaknesses and set targets for improvement. Pupils must be given opportunities to achieve the targets set.

• Feedback should be viewed as an opportunity for a teacher to have a “one to one” dialogue with a pupil either verbally or written.

• Constant use of numerical marking or grading without the support of quality feed back is to be avoided. Pupils must be made aware of the next step to improvement through diagnostic marking.

• Diagnostic marking should influence planning and encourage effective teaching and learning.

• All pupils should be made aware what is being assessed (Learning Objectives and Learning Outcomes) before embarking on a task.

• Standardisation procedures should be specified in Department Policies.

• To assist with standardisation, departments should develop levelled/graded portfolios of pupils’ work which may be used as exemplars with pupils.

• Levels and grades must be recorded by the teacher in accordance with the school assessment calendar. This must be recorded on assessment manager six times each academic year. This will ensure that accurate assessment information is available for all stakeholders.

 

Monitoring and Evaluation

This policy will be reviewed bi-annually at the Academic Board Meeting during the Summer Term, taking account of national information, LEA initiatives and the views of parents, teachers and governors. (Appendix 4 - Roles and Responsibilities)

 

Appendix 1.

Target Setting.

To support staff with this process pupil data is available on Assessment Manager. Whole School inset will be given at the start of each academic year.

Year 7:

Target levels will be set for the end of Key Stage, using appropriate data, during the Autumn Term.

Target levels may be adjusted at the end of year 7 after negotiation with the Head of Department.

Year 10:

Target Grades will be set for the end of Key Stage 4, using appropriate data, during Autumn Term.

Key dates will be issued in the school calendar – changes to the calendar may occur during the school year and will be published in the weekly bulletin.

Target setting is the primary activity in the process of tracking and monitoring pupil progress.

Towards the end of the same term teachers will be required to record progress codes and positive discipline scores.

All data, codes and scores will be recorded on Assessment Manager.

 

The following recommendations will hopefully guide staff through the system: -

• Teachers will be required to assess each pupil’s current working Level/Grade approx. every six weeks. This should be recorded on Assessment Manager. This assessment should be shared with the pupil, establishing a dialogue between subject teachers and their pupils.

• All summative assessments must be criterion referenced. Teacher Assessment at KS3 using Level Descriptors, at KS4 Grade Descriptions.

• The Predicted Target will be based upon Prior Learning (Teacher Assessments and Data) + Current Attainment (Teacher Assessment). To assist with this procedure staff will be given inset each academic year. Assessment Data will be available on Assessment Manager for all subject groups. Teachers need to link the process with available data such as FFT, Autumn Package and NFER predictors.

• Great care should be taken when target setting for SEN and EAL pupils. Consultation and second opinions should be secured with the relevant support team.

• Pupils will progress at different rates towards their Target Levels/Grades. What is important is their continual progress towards their predicted Targets. In a few instances targets may need to be changed during the Key Stage, preferably in an upward direction. Any changes should be discussed with Heads of Department then the Assessment Co-ordinator.

.

Appendix 2.

Interim Report to Pupils.

Reports to pupils = three times each year: – Autumn 1, Spring 3, Summer 5.

This will provide pupils with an update of their current attainment in each curriculum subject.

Progress Reports to parents :

Progress Reports will be generated through Assessment Manager.

Reports to parents = three times each year: – Autumn 2, Spring 4, Summer 6.

The reports will include the following information:

• Target level / grade

• Current Level / Grade

• Progress code:

AT Working at or above target

WT Working towards target

BT Not working to target

Progress codes indicate work ethic. AT and WT implies that the pupils have or will achieve their target level/grade. BT indicates that pupils will not achieve their targets due to poor learning behaviour.

 

• Positive Behaviour Score – this will also include a report total.

1 Excellent Behaviour

2 Good Behaviour

3 Satisfactory Behaviour

4 Poor Behaviour

5 Unacceptable Behaviour

 

Positive discipline descriptors appear in all classrooms and in the staff handbook.

Parents will also receive an Attendance and Punctuality record each term.

Positive discipline scores and 100% attendance generates the Pupil of the Term awards.

 

Appendix 3.

Reviewing

All teachers should be involved in an informed, systematic review of their pupils’ progress and achievements.

“When anyone is trying to learn, feedback about their efforts has three elements – the desired goal, the evidence about their present position and some understanding of a way to close the gap between the two.”

Inside the Black Box 1998.

Black and Williams (P.10 )

 

• Self-monitoring and self-assessment by the pupils is to be encouraged although the skills required for accurate self-assessment have to be taught.

• Self-assessment encourages independent learning and less dependence on teacher approval.

• Reviewing should develop self-awareness and promote self-esteem.

 

Reviewing in the Subject context:

• Ideally, reviewing dialogue should be between pupil and teacher following every recorded assessment (Every six weeks).

• Opportunities for pupils to express their understanding should be designed into any piece of teaching.

• Pupils are to be encouraged to reflect on their lessons especially when new or more challenging work is introduced.

• Review sessions involving a dialogue between pupils and a teacher should be reflective and focused to explore understanding.

• Pupils should be encouraged to set targets, which are achievable and specific. They should be given opportunities to achieve these targets.

Suggestions as to when self- assessment should take place.

• When new or more challenging work is introduced (as part of a lesson or during a scheme of work.) Teachers may have to adapt their teaching as a result of pupil self-assessment.

• When a summative assessment is awarded.

 

Reviewing during Form Tutor time:

• Pupils should be given time to reflect on their achievements and record these in their reviewing booklets, on a regular basis.

• Pupils should be made aware of what constitutes an achievement. (Guidance for form tutors may be found in the reviewing booklets.)

• Form Tutors will hold a review session with their form when the progress reports are issued. Pupils may review their reports with their form tutor or with someone whose opinion they are able to trust. During the review, pupils will be encouraged to identify strengths and weaknesses highlighted in the report.

• Pupils track, monitor and review their learning then set achievable, specific targets for improvement. Some pupils may need to use the target cards provided at each review.

• These targets will be written in their Review Packs. Pupils, with assistance from form tutors, should monitor whether these targets are being achieved.

Appendix 4.

Roles and Responsibilities.

Subject Teacher

• Assess, record and report in line with School and Department Policy.

• Mark each pupil’s work in accordance with the School and Department Marking Policy.

• Set End of Key Stage targets for each pupil for Y7 and 10 during Autumn Term using additional assessment information on assessment manager, to support the judgement.

• Assess and record pupils’ attainment every six weeks and record assessments on Assessment Manager.

• Progress reports - record progress code and positive discipline score for each pupil on Assessment manager

• Track, monitor and support the progress of individual pupils.

• Keep up to date records of pupil attainment and achievement throughout the year.

• Keep to all deadline dates.

 

Head of Department

• Monitor and support assessment within your department.

• Monitor and support marking within your department.

• Provide necessary INSET for your department regarding assessment issues. Recommend appropriate staff development.

• Incorporate internal standardisation into the school calendar.

• Support staff with Target Setting and using assessment data.

• Track, monitor and support pupil progress within your department.

• Use the Department Progress Reports to analyse, monitor then support the teaching and learning within the department.

• Put in place intervention strategies for pupils at risk of underachievement in their subject area.

• Collect and record assessment details. Devise systems to share this information between split classes, end of year changes, carousel systems. Ensure that records are sufficiently comprehensive to provide information on pupils’ progress to support summative judgements.

• Keep to all deadline dates.

• Hold regular dialogue with staff regarding assessment and pupil attainment and achievement.

 

Head of Year.

• Use the progress report year group overview to identify specific causes for concern – progress, behaviour, attendance, punctuality.

• Put in place intervention strategies for pupils at risk of underachievement in more than one subject area.

• Use Assessment Data to raise awareness about the individual pupils’ needs.

• Use Assessment data pack to provide transfer information for other schools.

• Collect assessment details from other schools when admitting pupils. Give this data to the assessment co-ordinator or administrative assistant.

 

Administrative Assistants

• Ensure Assessment Manager provides necessary information for all subject teachers.

• Prepare for the input of assessments in accordance with the school calendar.

• Monitor the input of assessments by subject teachers and distribute memos to teachers who are slow to input marks.

• Keep member of SLT in charge of assessment informed of all issues regarding the recording, reporting and update of assessments and data.

• Print , collate and distribute assessment materials including reports as required..

 

Form Tutor

• Read through each pupil’s progress report prior to issuing. Highlight any concerns to Assessment Co-ordinator or Head of Year.

• Hold a review with pupils when reports are issued. Mentor pupils with more serious concerns.

• Monitor the use of the reviewing booklets.

• Keep to all dead-line dates.

 

Learning Mentor

• Use progress reports to track and monitor targeted pupils.

• Introduce intervention and mentoring opportunities with targeted pupils after consultation with Head of Year.

Assessment Co-ordinator

• Monitor the implementation of the Assessment and Marking Policies consistently throughout the school.

• Disseminate best practice.

• Produce an annual assessment calendar to incorporate school assessment processes. Update all staff on all National Developments.

• Oversee the organisation of the collection of all data. Provide instructions for its use.

• To provide support to those who analyse data.

• Support the tracking and monitoring of individual pupils through the progress reports.

 

Rationale

The policy is intended to facilitate effective learning in all aspects of the school’s curriculum. With this in mind it is not intended that any particular method of grouping pupils will be adopted by the school as standard. Rather it is the case that the professional judgements and expertise of the Heads of Department and their teams will produce appropriate grouping that meets not only the demands and methodologies of their subject but the learning needs of the children in the school.

Guidelines.

Where departments group the pupils across the band the criteria for this grouping should be clear and transparent. Pupils must not be set on the basis of their behaviour. Liaison with the Additional Needs Department is vital to the process of grouping. The availability and/or level of support may be a major factor in deciding which group the pupil is placed in. Pupils should only be moved at the beginning of a new half term or when agreed by HOD/SLT/HOY during Autumn Term 2, Spring or Summer terms.

Departments should ensure that set lists and accurate as these are crucial to other aspects of school e.g. Reports, Attendance, Assessment Manager. The main office staff can print out new set lists as and when required.

It is the responsibility of Heads of Department to allocate newly admitted pupils to an appropriate group in line with the Admissions Policy. Relevant information will be made available wherever possible. It is advisable to liaise with the Addition Needs Department where pupils are set on ability and with the Head of EAL where the pupil is a new arrival to the country. Heads of Department allocating newly admitted pupils at each key stage may also wish to liaise with SLT – Curriculum and the appropriate HOY.

Evaluation and Monitoring

This policy will be monitored regularly by the Senior Leadership Team. This policy will be reviewed every year subject to Government legislation or curriculum development.

The school operates a system of Positive Discipline, which is akin to the Discipline for Learning model.

Positive Discipline is about teaching and learning; it is not a disciplinary regime and it is based on two principles;

• To allow teachers to teach.

• To enable pupils to learn.

Both principles demand that behaviour in the classroom is appropriate. To focus the attention of the pupils on these principles, four classroom rules have been adopted and are used across the whole school. These rules are displayed in all teaching areas.

Positive pupils

Are ready to learn,

Listen to and follow instructions,

Always try hard and persevere when faced with a challenge,

Speak in the correct way to adults and other pupils.

Support for Positive Discipline

 

1. Rewards

Several areas of school life are rewarded to provide opportunity for pupils to enjoy achievement and to encourage pupils to make positive contributions by promoting pupil self-esteem. (Every Child Matters agenda)

Areas rewarded are Attendance, Punctuality, Progress and subject-specific work

Attendance

Termly certificates will be awarded to all pupils who, using a sliding scale related to Gold, Silver and Bronze, will have achieved at least 90% attendance for the term. Weekly certificates indicate the form which has the highest attendance in each year group.

Punctuality

Termly certificates will be awarded to all pupils who have one or no lates per term.

Attendance and punctuality achievements will be recorded on the Pupil Achievement File on SIMS.net.

Progress

Progress will be rewarded through Assessment Manager. Pupils who, at Review 2, 4 and 6, have only Ats and Wts plus PD1 & PD2 will receive a letter to that effect through Assessment Manager. This will be recorded on the Pupil Achievement File on SIMS.net.

Subject-specific work

All departments are encouraged to celebrate and reward achievement by issuing termly certificates. Curriculum areas may add their certificates to teacher share.

Pupils of the Term .

This award is made to all pupils who achieve Ats and Wts; who record scores of 1 for Positive Discipline in all subjects; and who record 100% attendance and excellent punctuality. A formal presentation will be made to all these pupils in the presence of their parents. Pupils will receive a certificate and a £10 voucher.

Progress Points

At Key Stage 3, pupils will be awarded Progress Points. These are awarded to the pupils who progress well in the lesson. These will be recorded in the Pupil Planners. The Progress Points will have a value as well as a certificate.

2. Sanctions

Pupils with Positive Discipline scores greater than the agreed minimum for each year group will have their work and behaviour monitored for a period of time by the Head of Year. In classroom situations, the 5-step procedure must be followed on all occasions with the exception that staff may move to any part on the ‘ladder’ if they consider the incident serious enough. Colleagues are asked to bear in mind that a redirection of a pupil does not need to count as a warning. Many of our pupils will need a reminder during a lesson to remain or return to task.

• First (informal reminder)

• Second (formal reminder)

• Third (final reminder)

• Removal (this may be within the teaching area - outside room, to a Head of Year, Head of Department, or named member of staff or S.L.T.)

• BSR (removal may occur between 2 and 4 in a positive effort to prevent poor behaviour increasing and resulting in a BSR referral).
  

A referral to BSR must be effected through the Head of Department or the assistant in his/her absence, and result in a departmental detention. The lower part of the referral form indicates the date of the detention. Parents are immediately informed of the nature of the referral, by telephone through the HSLO.

HoDs experiencing difficulty in completing a detention with any pupils should seek assistance from SLT, after two failed attempts for the pupil to attend. A school detention will then follow.

For behaviour, which falls outside the 5-step procedure, a Green Referral form must be completed and handed to the appropriate Head of Year.

Monitoring behaviour across the School

During review 2, 4 and 6 scheduled for each term, every member of staff is required to complete a progress report for pupils they teach. Guidance for the completion of Progress Reports is detailed separately.

A grade 1 pupil:

This pupil behaves appropriately on all occasions, following the 5-point Positive Discipline code and gives no cause for concern.

This pupil has high level organisational skills.

A grade 2 pupil:

This pupil behaves appropriately for the majority of the time, generally conforming to the 54 point Positive Discipline code.

Occasions when the pupil needs re-directing are rare.

The pupil has good organisational skills.

A grade 3 pupil:

This pupil behaves in a way that is generally appropriate although compliance with the 5 point Positive Discipline code is variable.

The pupil needs regular re-direction but not at the expense of other pupils’ learning.

The pupil may try to overcome difficulties but without real

persistence: working as required.

The pupil has some organisational skills.

A grade 4 pupil:

This pupil does not comply with the 5 point Positive Discipline code on a regular basis.

The grade 4 pupil will have constant reminders to stay on task and will have to be removed from class, perhaps to BSR, on more than one occasion, to allow the learning of others to take place.

This pupil has very few personal organisation skills.

A grade 5 pupil:

This pupil struggles to comply with any aspect of the PD code, therefore disrupting the learning of others.

The pupil has few, if any personal organisation skills.

Intervention from LSU is appropriate and a target report is required to remind the pupil of the standards to meet.

An individual Pastoral Support Plan is formulated and the family are informed.

These guidelines would equate to the grades being summarised as;

• Excellent behaviour and attitude to school.

• Good behaviour and attitude to school.

• Satisfactory behaviour and attitude to school.

• Poor behaviour and attitude to school.

• Unacceptable behaviour and attitude to school leading to intervention from LSU
  

Each term, pupils scoring 1 and 2 across the board generally would qualify for a letter of praise.

Pupils who are only fulfilling the minimum requirements (scoring 3s) would not qualify for a letter of praise but nor would it trigger a cause for concern.

Pupils scoring 4/5 consistently would trigger the cause for concern, leading to action from the Head of Year.

Staff are asked to refer to these guidelines when completing their reports for Assessment Manager. However it is important to fast track concerns regarding individual pupils through Referral Forum.

This can be done by any member of staff, teaching or otherwise, at any time using the appropriate form in the Staff Form which should be handed to SENCO or the Inclusion Manager in her absence.

Whole School Sanctions

Inevitably, there will be times when children need to be disciplined. Please be consistent when dealing with misbehaviour but at the same time, always remember that there is support for you from many quarters. If in doubt, or if you need help, ASK. If you want support in dealing with a pupil you will need to fill in a Green Form (staffroom). Hand the form to the Head of Year who will ensure that the concern is dealt with appropriately. All staff should receive some notification of the steps taken.

If a member of staff deals with a concern but feels that the information should be shared with a Head of Year or Head of Department, complete a Blue Information Sheet. This will be stored in the pupil’s. A Blue Information Sheet will not normally trigger any further action from the HoY/HoD/SLT but may do so from the Learning Mentor.

If you do not complete any one of these forms it will be assumed that you are satisfied that you have dealt with a situation completely.

Repeated poor behaviour, in or out of class, may be a cause for concern. Staff may complete a white Referral Forum form and hand it to SENCO. Issues surrounding individual pupils are dealt with on a weekly basis at this meeting.

The Learning Support Unit works with pupils who are referred to them from the Forum of following discussion with the Heads of Year.

Detentions

Detentions of varying length can be carried out by any member of staff.

Detentions of up to 15 minutes require no written communication with the home.

Detentions of more than 15 minutes must be notified to the home 24 hours before. Written notice may be given but we may organise immediate detentions through telephone conversations with the home. This immediate contact with parents is not popular with our pupils but effective.

Once a detention has been notified to the home it is NOT the case that parents/guardians can ‘decline’ it. If colleagues need any support with this please see a member of SLT.

Formal Detentions

Pupils sent to BSR are automatically given a 30 minute departmental detention with immediate notification of the referral to parents.

Pupils who fail to attend should be given another chance. HoDs should inform their SLT liaison if a child fails to attend on the second occasion and the SLT Liaison person will arrange for that pupil to complete the departmental detention.

Should the pupil fail to attend that detention, a school detention will follow.

Referrals to BSR and school detentions will be monitored closely by the Inclusion Manager.

Where pupils are being referred too often this will trigger a parental interview. There may be occasions when a pupil’s behaviour in and around school merits a parental interview. In these case, pupils will be isolated in BSR until the parent can visit school to resolve the behaviour issues.

Pupils who are the subject of a Parental Interview will usually complete a School Detention and they will be placed on a post parental monitoring report.

Pupils who are excluded from school will not normally complete a detention upon their return. The exclusion should be seen as sufficient sanction.

The school uses fixed term exclusions to punish inappropriate behaviour. This is the sole responsibility of the Head, who will make such decisions after consulting with the Assistant Headteacher (Inclusion) and other relevant staff.

The school does, where it is warranted, use the ultimate sanction of permanent exclusion.

Colleagues are asked to remember that successive exclusions will increase in length if the misbehaviour warrants it but that decisions on such exclusions will usually be based on a complete review of the child’s behaviour in consultation with the Form Tutor, Learning Mentor, relevant Head of Year and Learning Support Unit staff.

Many of these serious sanctions can be avoided by using the school’s early warning systems. Form Tutors are allowed to place a child on a report to monitor behaviour and this should be discussed with the appropriate Head of Year. Heads of Year have several monitoring strategies they use successfully.

All rewards will be recorded on the Achievement Log and equally all sanctions will be recorded on the Behaviour Log on SIMS.net.