Behaviour and Safety Policy

PROMOTING POSITIVE BEHAVIOUR, SELF-DISCIPLINE AND RESPECT:

Ruskin Academy is committed to improving and maintaining the behaviour and safety of all groups in the school community.

We help all staff and pupils to make a significant and positive contribution to Academy life and to be a positive role model to others at all times. B ehaviour, self-discipline and respect within our community are founded on our high expectations of all pupils and reflect our values and code of conduct. We help pupils to respect and value differences, including; ethnicity, culture and religious beliefs. Through our Behaviour Policy we aim t o:

  • Safeguard and protect all members of our community
  • Promote a positive ethos through expectations, values and code of conduct
  • Encourage mutual respect and positive relationships between pupils, parents/carers and staff
  • Ensure staff consistently apply the behaviour policy, especially the rewards and consequences, to encourage good behaviour and attitudes to learning
  • Prevent all types of bullying
  • Promptly tackle and address concerns regarding behaviour

OUR VALUES:

Our Values are displayed around the Academy and promote our core values to encourage everyone to #TEAMRUSKINRULES - - BE PART OF THE TEAM

Ruskin rule

Our Values

Be Safe

SAFETY & WELLBEING

Bounce Back

RESILIENCE

Show Respect

RESPECT and TOLERANCE

Be Proud

PRIDE

Take Responsibility

RESPONSIBILITY

#TEAMRUSKINRULES - -BE PART OF THE TEAM

CODE OF CONDUCT – OUR ACADEMY NON-NEGOTIABLES:

Our Non-Negotiables from our Code of Conduct are clearly displayed in every classroom and around the Academy. At the beginning of each term, teachers discuss the Non-negotiables and reinforce expectations so that everyone understands them. Each class also displays the rewards and consequences as outlined in this Behaviour Policy.

Pupils are expected to follow the Academy’s Non-negotiables at all times:

 We keep ourselves safe

We walk in the Academy

We listen to others and follow instructions

We try our best and work hard

We use kind words, hands and feet

We ask to leave the classroom

We look after property and tidy up after ourselves

CLASSROOM MANAGEMENT:

Classroom management and teaching approaches have a significant influence on pupil behaviour. Class Teachers and support staff adopt a calm, sensitive and fair approach to behaviour management in the classroom. Classroom approaches to ensure that behaviour is managed consistently include

• all adults knowing individual pupil needs and applying Individual Behaviour Plans

• expectations, rewards & consequences are clearly displayed

• rewards are frequently and consistently issued for behaviour and effort

  • consequences are issued fairly, consistently and timely
  • adults to remain calm and supportive
  • using a range of strategies and approaches to re-engage pupils and de-escalate situations

Relationships between teacher and pupils, strategies for encouraging good behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing on the way pupils behave.

Classrooms should be organised to develop independence and interdependence. Furniture will be arranged to provide an environment conducive to on-task behaviour. Materials and resources will be arranged to aid accessibility and reduce uncertainty and disruption. Displays will help develop self-esteem through demonstrating the value of every individual's contribution, and overall the classroom will provide a welcoming environment.

Teaching methods will encourage enthusiasm and active participation for all. Lessons will aim to develop the skills, knowledge and understanding which will enable the pupils to work and play in co-operation with others. Praise will be used to encourage good behaviour as well as to congratulate work that is of a high standard. Constructive criticism will be a private matter between teacher and child to avoid resentment.

REWARDS:

At Ruskin Academy, we believe that pupils should be recognised and rewarded for upholding our values and keeping our Code of Conduct. On occasions, some pupils may make the wrong choices and will receive a consequence as a result. Our ethos is built around positivity and mutual respect, encouraging the best out of our community at all times:

Effort and Achievement Pupil Award:

  • Every week class teachers will nominate a pupil from their class to receive an Effort and Achievement award
  • These will recognise pupils for going ‘beyond the expected’ in demonstrating the Values
  • An invitation will be sent home inviting parents/carers to the assembly, where the pupils will be presented with a certificate

Dojo points (values based rewards – behaviour in and around the academy):

  • Pupils are awarded a Dojo when they are seen demonstrating one of the values
  • Pupils must be told what behaviour they have been demonstrating – this is so that they know what they have been rewarded for
  • Each week Dojo totals will be calculated for each class and announced in the following whole school and communicated to parents with certificates being sent home

GREAT Effort Cards (class based rewards for Attendance, Punctuality and BfL):

  • All pupils will know and understand the Behaviours for Learning (BfL) that are expected of them within their lessons
  • Pupils will have their own GREAT Effort Card that they will collect stickers/stamps from adults when they are seen displaying these behaviours and trying their best with their learning
  • Pupils are rewarded for arriving at school and being in their seats working by 8.55am (school doors open at 8.45am)
  • Adults will reinforce the ‘behaviours’ they are looking for at the beginning and throughout the lesson
  • When ‘Effort Cards’ are completed, pupils can trade in for rewards from the display cabinet 

Principal rewards:

  • Pupils may be sent to show their work or be recognised for their good behaviour to the Principal (or a member of the LT)
  • This must happen at an appropriate point during the day (break or lunch) – pupils should not be sent during lesson time

Class-based Rewards:

Teachers will have their own class-based rewards to recognise good learning or good behaviour within their classes. Whilst the expectation is that whole school agreed systems are used, other systems may also be adopted for the recognition of whole classes or individual pupils.

Examples of these could include:

  • Stickers
  • Raffle tickets for class treats
  • Star of the week
  • Monitors and helpers
  • Class reward time – Golden Time weekly

CONSEQUENCES:

At Ruskin Academy pupils are given support to make good choices with their behaviour. If behaviour choices are disrupting learning, not upholding values or breaking our code of conduct, they will be issued with a consequence in line with our stages of consequences.

REFOCUS SUPPORT

REFOCUS SUPPORT

Name on board

Reminder of expectation

Strategies: move places, distraction, adult support, praise

REFLECTION

REFLECTION

Name on board

Reminder of expectation

10 mins at Reflection Workstation with class-work

Re-engage with teacher support

RE-DIRECTION

RE-DIRECTION

Name on board

Reminder of expectation

10 mins in Partner class with class-work

15 mins lost off social time supervised by teacher for:

10 mins to complete missed/incomplete work followed by

5 mins Restorative discussion with teacher

Inform parent/carer at end of day by CT

REFERRAL TO LT

REFERRAL to Leadership Team

Removal from Year group area with TA

Discussion with a senior member of staff

Remainder of the lesson in a different year group/area

Loss of next play and/or 15 mins of next lunchtime

End of day re-connect with Teacher

Phone call home from LT

Separate home time arrangements

Referral to Principal

REFERRAL to Principal

Principal is called for due to serious nature of the incident

 

Persistent Behaviour

3 x Referrals in the short [half] term, mayresult in an Internal Exclusion including loss of social time for the day

Phone call home prior to Internal Exclusion arranged by the Principal

Parent/carer collect at end of day

Parent/carer meeting and Re-integration plan agreed at the end of the day with parent/carer

Severe or unsafe incidents may result in an immediate

Fixed Term Exclusion (This can only be given by the Principal)

REFLECTION:

  • 10 mins working away from their peers at the ‘Reflection Workstation’
  • Complete their work from the lesson
  • Supported by the teacher back to learning in the class
  • At the end of the lesson it is an expectation that the teacher meets with the pupil to discuss their behaviour and re-establish expectations for the next lesson
  • If the pupil continues to make the wrong choices and disrupt others’ learning, then they will be re-directed to another class

RE-DIRECTION :

  • 10 mins away from their class to complete their work
  • The child will be escorted to their re-direction class
  • The pupil is supported and re-engaged back to learning in their class by their teacher
  • The pupil loses 15mins from the next play/lunchtime – supervised and support by the teacher to complete a reflection sheet, 10mins of work and 5 mins of restorative conversation with their teacher

REFERRAL TO LEADERSHIP TEAM :

  • Refer concern to LT and inform of situation and steps taken to re-engage the pupil
  • Remainder of that lesson in a different area
  • Loss of next social time: all of playtime/15mins of lunchtime

REFERRAL TO PRINCIPAL :

  • Principal referral to decide sanctions and parents contacted

BEHAVIOUR TARGET CARD :

After an Internal or Fixed Term Exclusion, class teachers will give pupils a Behaviour Target card to ensure they know their targets, strategies and progress in order to help them improve their behaviour

MONITORING

  • Teachers will retain copies of their Warning Boards in their class folder
  • Records for pupils who have on-going serious behavioural concerns will be kept in a red folder in the office.
  • When incidents have occurred and parents have been called into school a record will be kept logging the date, time and nature of the incident. This is also in a folder in the office alongside letters of exclusion.
  • If there has been a Racist Incident a form must be completed and given to the Principal. Incidents of this nature will be logged on the SIMS system and letters sent to the parents/carers of the victims and perpetrators.

Evidence of monitoring will be found in the following documents:

  • Class Behaviour Folder
  • The Lunchtime Behaviour Book - this is kept in the office
  • Racist Incident File - this is in the Principal’s office
  • SIMS entries – Internal and Fixed Term Exclusions
  • Positive Handling Plans and Individual Behaviour Plans in class behaviour folder

PLAYGROUND RULES AND EXPECTATIONS:

There is a clear expectation that all children are respectful and considerate towards others on the playground and unsafe or intimidating behaviours will result in a consequence.

We will support and encourage children to manage their emotions and build friendships. We will praise and reward children making/trying to make good choices although certain behaviours will result in a consequence, this includes;

  • using racist, abusive or intimidating language
  • leaving the school grounds
  • fighting or hurting others
  • making racist comments
  • ignoring adult instructions
  • damaging property
  • being in corridors/classrooms/ inside areas without permission
  • climbing walls or fences 

PLAYTIME AND LUNCHTIME REWARDS AND CONSEQUENCES:

Pupils will be praised by adults and given roles and responsibilities to help support their peers. Adults will issue stickers and Values gems to acknowledge good behaviour and pupils demonstrating the values.

Pupils will be encouraged to think about their actions and consequences of their behaviour and be given the opportunity to make amends where possible. If zero tolerance behaviours are displayed, pupils will be referred to a ‘Time Out’ area which will be supervised by lunchtime staff.

CALMING DOWN AREAS AND SAFE PLACES:

We encourage pupils to make good choices and we offer support and guidance when they need it. Sometimes situations or incidents may occur that result in pupils feeling angry or frightened. Designated calming down areas and safe spaces are available, and children can go to these areas if they feel angry or upset. These areas may be identified as a specific target for some children who find managing their feelings and behaviour difficult.

SUPPORTING PUPILS WITH ADDITIONAL NEEDS:

We recognise that behaviour can be affected by circumstances both at home and school, and that for some pupils, managing their feelings, behaviour and making good choices can be very difficult. We have high expectations of all our pupils, and staff will ensure that those children who may need additional help to manage their behaviour are given appropriate support.

Staff will work with pupils to overcome temporary problems, this may include;

• Discussion with the pupil about their behaviour

• Continued involvement from and liaison with parents/carers

• Work differentiated to match the pupil’s needs

• Implementation of an individual behaviour plan (see below)

.Involving external agencies

• Exploring options for alternative provision (dependent upon criteria, availability etc.)

PERSISTENT PROBLEMS WITH BEHAVIOUR:

There may be occasions that an individual pupil persistently breaks our code of conduct or shows unacceptable behaviour around the Academy or whilst taking part in activities off-site.

Pastoral support will be put in place for pupils displaying ongoing or persistent behaviour; this may also result in an internal, off site or fixed term exclusion. A pupil who persistently misbehaves at lunchtime will be excluded for the lunchtime period and parent/carers will be asked to make alternative arrangements for the pupil. This will be recorded and reported as a half day fixed term exclusion. Pastoral support will be given to help children improve their behaviour, and sanctions will be followed:

• Parent/carers will be informed at the end of the day if their child has had a redirection or referral

• An Internal Exclusion may be issued when a pupil has had repeat referrals over a term. They will lose their social time, parents/carers will be informed and they will have a Behaviour Target Card.

An Individual Behaviour Plan may be introduced to help personalise a behaviour support approach

INDIVIDUAL BEHAVIOUR PLANS (IBP):

A pupil experiencing ongoing problems may need further support through an IBP, which will detail individual and appropriate rewards and consequences based on agreed targets and support strategies.

IBP’s will be established in consultation with the pupil, parents/carers and school staff. Plans will be implemented by the class teacher in conjunction with support staff and senior management.

An IBP will be established if a pupil has shown persistent problematic or significant behaviour/s that are affecting his/her learning, other children’s learning or the safety & wellbeing of themselves/other children/staff/visitors. The following actions may be taken to implement further support:

• Meeting with parents/carers, pupil, teacher

• Behaviour observation or assessment to identify problems and set targets

• Development of an IBP with support strategies including rewards and consequences

• Referral to outside agencies

COMMUNICATION AND PARTNERSHIPS WITH PARENT/CARERS:

We give high priority to clear communication within the Academy and to a positive partnership with parents/carers as these are crucial in promoting and maintaining high standards of behaviour.

Where the behaviour of a pupil is giving cause for concern it is important that adults are aware of those concerns, and of the steps which are being taken in response. The class teacher has initial responsibility for the pupil’s welfare and progress; after attempts to improve behaviour, the class teachers must communicate concerns with parents/carers and with the Principal, so that strategies can be discussed and agreed in an attempt to prevent more formal consequences.

Parents/Carers will be involved if their child requires further support through intervention, an Individual Behavior Plan or is at risk of exclusion.

SCREENING AND SEARCHING:

Children are prohibited from bringing dangerous or offensive items onto the school grounds. Ruskin Academy reserves the right to search or screen any child who a member of staff has reason to suspect to be carrying or bringing unauthorised or banned objects into school. This includes;

• Illegal drugs

• Alcohol

• Dangerous substances including aerosols

• Weapons and sharp objects

• Stolen items

• Tobacco and cigarette papers

• Fireworks

• Any other item that could harm others physically or emotionally

Staff may request a child to empty their bags, pockets or they may search children’s trays. This will be carried out in the presence of the child and wherever possible, another member of staff. Any items found will be confiscated, retained or disposed of and parents/carers will be informed. Some items may be passed onto the police.

USE OF REASONABLE FORCE AND PHYSICAL INTERVENTION:

At Ruskin Academy, we believe that children need to be safe, know how to behave, and know that the adults around them are able to manage them safely and confidently at all times. For a very small number of children the use of physical intervention may be needed to help them if they become aggressive, violent or unsafe. All incidents of physical intervention are recorded in the appropriate incident book.

All school staff have the right to intervene and use reasonable force in the following situations;

• To protect a pupil from harm

• If the behaviour of a pupil puts the safety of others at risk

• To prevent a pupil from absconding

• To prevent serious damage to property

Physical intervention may form part of a child’s Individual Behaviour Plan if they have displayed aggressive or challenging behaviours. Such plans will be discussed and agreed in consultation with the parents/carers, pupil and school staff. Positive handling and physical intervention is carried out in-line with the school Positive Handling Policy. A Positive Handling Plan will be in place for any child who has displayed unsafe behaviour or required physical intervention previously and this may form part of their IBP. All staff who may be required to undertake physical intervention will be sufficiently trained.

EXCLUSION:

Where an incident, after due investigation and consideration of the circumstances and after considering all other possibilities, warrants a fixed term exclusion, we work with the CEO or designated executive of The Education Fellowship, Principal and Chair of Governors, following government guidelines on exclusion of pupils.

There are 3 different types of exclusions:

Internal exclusion: this can be considered for any pupil in breach of our code of conduct. Internal exclusion may form part of a Pastoral Support Plan or Individual Behaviour Plan, as an identified and agreed consequence. Occasionally an off-site internal exclusion may take place in a nearby TEF school. The responsibility to ensure the child has transport to this school is the responsibility of the parent/ carer.

Fixed Term exclusion: may last between 1 and 5 days and may be issued for bullying, racism, aggressive/violent behaviour and non-compliance to adult instructions. The pupil will not be allowed into school and will remain the responsibility of the parent/carer. Exclusions lasting for 6 days or more will require temporary alternative arrangements for schooling for the excluded pupil.

Permanent exclusion: The decision to permanently exclude a pupil is a serious one and may be issued for; aggressive/violent behaviour, racism, bullying, assault to a member of staff or pupil, bringing drugs/weapons/inappropriate objects into school. A permanent exclusion will only be considered in extreme circumstances or if all other strategies and alternative measures have been exhausted. This is seen as a last resort. Any permanent exclusion will be authorised by the CEO.

ALLEGATIONS:

Any allegation of misconduct against a member of staff will be taken seriously and referred to the Principal. Pastoral support will be offered to any individual against whom an allegation is made; the matter will be kept strictly confidential. If the allegation is against the Principal, the Chair of Governors will be responsible for responding to the matter. In the event of an allegation proving unfounded or malicious, the matter will be referred to the Governors Discipline Committee for action. Staff are required to familiarise themselves with the Government guidance on Safer Working Practice in order to minimise the risk of allegations being made.

BEHAVIOUR OUTSIDE THE SCHOOL GATES:

Pupils are expected to uphold the reputation of the Academy whenever they are off site, including;

• an organised trip or related activity

• travelling to/from the Academy

• when wearing school uniform

• in some way identifiable as a pupil from Ruskin Academy

Pupils may be subject to a consequence if their behaviour is hurtful or damaging to others (parents/carers, staff, peers or members of the public), affects the orderly running of the Academy, or brings the Academy into disrepute.

Whilst Ruskin Academy cannot be responsible for pupil behaviour when they are out of school, we will endeavour to investigate any incident which is reported to us. We will always cooperate with the police in any investigation of incidents which are thought to involve pupils from Ruskin Academy.

SUPPORTING PUPILS IN TRANSITION:

Pupils starting at Ruskin Academy will meet the Principal and Class Teacher, who will explain about our values, code of conduct, expectations, rewards and consequences. Parents/carers will also be involved in the discussion. The class teacher is responsible for ensuring that new pupils understand and follow the Code of Conduct and are aware of the systems for rewards and consequences. Support staff are informed of new starters and provide additional targeted support if required.

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