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CARE AND GUIDANCE
HANDBOOK
JANUARY 2012
The application of this policy and procedure ensures that no employee receives less
favourable treatment on grounds of sex, trans-gender status, sexual orientation, religion or
belief, marital status, civil partnership status, age, race, colour, nationality, national origin,
ethnic origin, disability, part time status or trade union activities.
POLICY AGREED BY __________________________________________________ DATE _____________
POLICY REVIEW DATE ________________________________________________________________________
VERSION 1 – 9 MARCH 2012
CONTENTS
Page
1. SCHOOL STRUCTURE 3
2. BEHAVIOUR FOR LEARNING POLICY 4
3. SCHOOL REWARD SYSTEM 6
4. BEHAVIOUR FOR LEARNING HANDBOOK 21
CODE OF CONDUCT AND SUPPORT REPORT 25
5. TEACHING AND LEARNING CHARTER 28
6. MENTORING POLICY 31
7. ATTENDANCE AND PUNCTUALITY POLICY 32
8. EQUALITY, DIVERSITY AND COMMUNITY COHESION POLICY 48
9. DRUG POLICY 59
10. BULLYING AND HARASSMENT POLICY 67
11. STUDENT LEADERSHIP STRUCTURE 70
12. STUDENT COUNCIL CONSTITUTION 75
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THE BRITTONS ACADEMY TRUST
THE BRITTONS ACADEMY GOVERNING BODY
PRINCIPAL
GOVERNING BODY COMMITTEES CARE & GUIDANCE CURRICULUM PERSONNEL FINANCE & FACILITIES
MANAGER FINANCE &
SENIOR LEADERSHIP TEAM FACILITIES
VICE PRINCIPAL
ASSISTANT PRINCIPAL
ASSISTANT PRINCIPAL ADMINISTRATIVE
PARTNERS DIRECTOR OF LEARNING SUPPORT & CO-ORDINATOR
DIRECTOR OF
DIRECTOR OF GUIDANCE EXAMS FINANCE SECRETARY &
INTEGRATED SERVICES
LEARNING SUPPORT DIRECTOR OF INTEGRATED SERVICES P/T FINANCE
(BEST) AND GUIDANCE SECRETARY
BEST CENTRE SITE
MANAGER
AGENCIES: Housing, Metropolitan Police, RECEPTION
CAMHS, DAAT, Children & Family Services, HTA
YISP, 14-19 Strategy, Adult Learning Skills for SUPPORT STUDENT SERVICES
YOUTH SECRETARY
Life, Social Care, SRE & Teenage Pregnancy SCHOOL
ATTENDANCE HOME SCHOOL
ADVISOR SUPPORT WORKERS MIDDLE LEADERS KEEPERS
CURRICULUM
FAMILY LEARNING SECRETARY
RESEARCH MACHINES THERAPIST ASSIST/
SUPPORT
BEHAVIOUR SUBJECT LEADER SUBJECT
REPROGRAPHICS
SUPPORT BEHAVIOUR YEAR LEADER LEADER CLEANING
MENTORS YEAR 7 TEAM
ADULT SECRETARIAL STAFF
EDUCATION LEARNING
BRITTONS BABES SUPPORT LINE MANAGERS
COMMUNITY PROFESSIONAL
ASSISTANTS ENGLISH/DRAMA 1C ASS ENG 2B SUBJECT LEADERS
POLICE DEVELOPMENT/WORK
DRAMA 2A GROUNDS /
DIFFERENT STEPS ASS MA 2B EXPERIENCE
YEAR LEADER MATHEMATICS 1C MAINTENANCE
SECRETARIES P/T
YEAR 8
LONDON BOROUGH OF HAVERING ADMIN SCIENCE
FORM TUTORS
ADULT EDUCATION SERVICES LUNCHTIME/OUT OF HOURS SUPPORT FIRST AIDER
SCIENCE 1C ASS SC 2B TECHNICIANS
WORKER
Homework Club PROFESSIONAL TECHNOLOGY 1D RM 2B MIDDAY
YEAR LEADER
Breakfast Club ASSISTANTS CM 2B TECHNOLOGY ASSISTANTS
Summer School YEAR 9
CADETS ART 2A TECHNICIANS
Lunchtime Clubs HOME
ICT 2C -
TUITION
CAF YEAR LEADER HISTORY 2B -
TEACHERS
HAVERING BUSINESS YEAR 10
APPLE UK
EDUCATION CAF
PARTNERSHIP
CHILD GEOGRAPHY 2B -
ALTERNATIVE PROTECTION LINE MANAGERS
EDUCATION YEAR LEADER RE/CW 2C -
CHILD SLT
PROVIDER YEAR 11
PROTECTION
CONNEXIONS ICT TECHNICIANS
BRIDGEWATER ICT TRAINER
BLUE ROOM PE Boys 2B
INDUSTRY Girls 2B ASSESSMENT
OTHER OPPORTUNITIES MUSIC 2B MANAGER
MFL 2B
DIFFERENT STEPS LIBRARIAN
ALTERNATIVE
GIFTED & TALENTED
EDUCATIONAL
2A PROFESSIONAL
PROVISION
BUSINESS AND ASSISTANTS
ENTERPRISE 2B
EXAMS
PSHE AND
CITIZENSHIP PRINCIPAL’S
PA
BEST
SECRETARY
PUPIL AND FAMILY CARE GUIDANCE/WELFARE STRAND TEACHING AND LEARNING STRAND ADMINISTRATION STRAND
3
BEHAVIOUR FOR LEARNING POLICY
Our Behaviour for Learning Policy was introduced, following consultation with
staff, students, parents and governors. It has three core sections:
1. Rewards Policy
2. Consequences Policy
3. Managing your classroom guidance
Consistency
“The key characteristic of the successful policy is the consistency with which
staff, having agreed a policy, apply it.” [OFSTED]
It is essential that management of behaviour is approached in a positive and
consistent manner by all members of staff. This will ensure that students gain
a clear understanding of the boundaries in which they operate and that they
have a sense of justice as any reward or sanction is given evenly. It also
supports the whole staff body if a collegiate approach is adopted and
followed.
Underpinning behaviour in the school are the expectations set out in The
Student Learning Charter. This is the classroom code of conduct by which all
students are assessed and to which staff will issue either rewards or
consequences.
THE STUDENT LEARNING CHARTER
1. Everyone must take responsibility for their own actions and behaviour as
individuals.
2. We must come to school with the correct equipment and uniform for each
lesson.
3. We must co-operate with each other and also with staff to enable effective
learning to take place.
4. School is an important aspect of life and therefore everyone must be ready
and prepared to learn.
5. We should set our own goals and targets to progress and motivate ourselves
within our work.
6. Racist, sexist or hurtful comments and opinions will not be respected or
tolerated.
7. We must prioritise our responsibilities to achieve our best.
8. We must keep our social lives outside the classroom environment.
9. We must try to be confident in lessons and not be afraid to ask questions if we
do not understand.
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10. Teachers are here to help and should be treated with the same respect that
we expect to receive.
11. We are entitled to feel proud about ourselves and be recognised for our
achievements.
12. Try our best at all times and never give up.
AIMS:
To promote a positive learning environment throughout all areas of the
school, ensuring that learning can be effective and students and staff feel
safe, secure and respected.
To ensure that students recognise they are responsible and accountable for
their behaviour, and they make clear choices regarding their behaviour.
To ensure that low level disruption is kept to a minimum, so that time for
learning is maximised.
To ensure students recognise that there are clear and inevitable
consequences for their behaviour, both positive and negative.
To communicate with parents and carers quickly where significant positive or
negative interventions have taken place.
PRINCIPLES:
Students will be made aware that they are making clear choices when they
are deciding how to behave, and they will understand how these choices
impact on their own and other student’s learning.
There will be an emphasis on recognising, celebrating and rewarding positive
behaviour. This will lead to a positive ethos and emphasis on rewards.
Expectations regarding behaviour will be displayed in all teaching areas and
on the corridors. There will be a core set of expectations which will be
common throughout the school.
Confrontation will be avoided through staff clearly communicating the pre-
arranged consequences for failing to meet expectations.
Where a student chooses to behave inappropriately staff will consistently
apply clear sequential sanctions according to this policy.
EXPECTATIONS:
Clear expectations are vital in ensuring that students know and understand
the boundaries in which they should operate. This list is not intended to be
exhaustive, or to replace the agreed school rules.
5
SCHOOL REWARD SYSTEM
Positive actions are recorded on Sleuth using the Sleuth House Point (SHP)
system. Each time a member of staff clicks on a new positive incident and
adds a single, or group of students, 1 SHP will be awarded automatically.
Students can receive SHPs for any academic or social achievement. Positive
incidents come under the following categories:
1) Attendance
2) Social Skills
3) Improving Behaviour
4) Motivation (learning behaviour/skills)
5) Sport/House Achievements
Every half term, each year group will have a ‘celebrating success’ assembly
where students will be entered into a prize draw. The number of times a
student is entered into the prize draw will be dependent upon the number of
SHPs they have been awarded; therefore, those students will the most SHPs
will have a greater chance of success.
10 Sleuth House Points = 1 entry
STAFF RESPONSIBILITIES
FORM TUTORS:
1) Will have a positive incident report set up under ‘My Search’. This will log the
positive incidents for each member of the Form for the last seven days and
the year.
2) Will run a positive incident report each week and discuss with their Form on
the designated day (to be agreed with the Head of Year).
3) Will encourage all students to get as many SHPs as possible.
4) Will display graphs generated by Sleuth in their Form rooms.
5) Will run a report and request a new positive action when a student reaches 50
SHPs. They will request a 50 SHP letter to be generated for each student as
they reach 50 SHPs.
6) Will send the total number of SHPs per student to the House System Leader on
the Monday of the last week of each Half Term.
HEADS OF YEAR:
1) Will hold a fortnightly assembly highlighting the successful Forms/Houses within
their year groups.
2) Will run a report and request a new positive action when a student reaches
150 SHPs. A 150 SHP letter will be generated for each student as they reach
150 SHPs.
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3) Will check on a monthly basis which Form has received the most SHPs and
create a new positive action to generate a letter home for students within
that Form.
4) Will hold a Celebration Assembly every half term where a Prize Draw will take
place.
SUBJECT LEADERS:
1) Will run reports to track the positive incidents and SHPs awarded within their
Subject Areas.
2) Will discuss this report with their SLT link on a monthly basis.
3) Will run a report and request a new positive action each time a student is
awarded 100 SHPs within their subject area. This will generate a 100 SHP letter.
SENIOR LEADERSHIP TEAM:
1) Will meet weekly with the Head of Year and discuss the positive incident
reports.
2) Will discuss with Subject Leaders, on a monthly basis, the positive incidents
logged within areas.
3) Will run a report ad request a new positive action each time a student is
awarded 300 SHPs. This will generate a 300 SHP letter.
4) Will refer to the Principal, each student who achieves 600 SHPs.
5) Will refer to the Governing Body, each student who achieves 1,000 SHPs.
THE PRINCIPAL:
1) Will request a new positive action for each student who achieves 600 SHPs. A
600 SHP letter will be generated and sent home.
THE GOVERNING BODY:
1) Will request a new positive action for each student who achieves 1,000 SHPs.
A 1,000 SHP letter will be generated and sent home.
HOUSE SYSTEM LEADER:
1) Will keep track of the SHPs and update the House displays.
ATTENDANCE:
Attendance is the responsibility of everyone within the school.
FORM TUTORS:
Can award SHPs for the following:
1) 100% attendance per week
2) 10% punctuality per week
3) Improved attendance
4) Improved punctuality
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HEAD OF YEAR:
Can award SHPs and request a positive action for the following:
1) 10% attendance per term
2) Improved attendance
3) 100% punctuality per term
4) Improved punctuality
SENIOR TEAM LINK:
Can award SHPs and request a positive action for the following:
1) 100% attendance per year
2) 100% punctuality per year
ATTENDANCE SHIELD:
On the last Friday of each month, the form from each year group with the
highest attendance will be rewarded with SHPs and the Attendance Shield.
The House System Leader will log this as a new positive action and request an
Attendance Shield letter to be sent for each student.
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REWARD SYSTEM – STAFF RESPONSIBILITIES
Form Tutors Heads of Year Subject SLT
Leaders
WEEKLY Run positive Run positive Run Meet with HoY
incident incident positive to discuss
report reports incident reports
Print graph Discuss with reports
Praise SLT Link
students
FORTNIGHTLY Check for Sleuth House
students Point
reaching 50 Assembly
points linking to
Do positive Forms and
actions Houses.
when
appropriate
MONTHLY Send Run positive Check for Check for
monthly report students students
totals to checking for reaching achieving 300
HoY 150 SHP 100 SHP in SHP
Form of the Subject Attendance
Month Area Shields to be
Student of given
the Month Discuss with
Subject
Leaders
HALF TERMLY Send Celebration Celebration
student Assembly Assembly
totals to the Prize Draw Prize Draw
House
System
Leader
9
SANCTIONS POLICY
Although we insist on a strong emphasis on acknowledging and rewarding
positive behaviours, there will be some students who choose not to follow
agreed expectations. In these cases sanctions will be used in a consistent
way to support learning and eliminate negative behaviour.
Sanctions will be applied according to our systems which are monitored and
implemented through Sleuth.
When applying a sanction, staff will focus on the behaviour and not the
individual. Staff will also state a clear reason why the sanction has been
given. Behaviour which hinders or prevents students from learning will not be
tolerated.
It is essential that students are allowed to start each lesson with a ‘clean
slate’. This will resort the working relationship between the member of staff
and the student and place the emphasis back onto rewarding positive
behaviour. Any negative behaviour from the previous lesson should have
been dealt with at the time; therefore it should not be allowed to affect the
next lesson. This does not mean that any strategy put in place to improve
behaviour can be ignored, for example, if a student has been placed on
report due to their behaviour, or has been asked to sit in a particular seat,
then that arrangement remains in place for as long as it is required.
Heads of Year, Senior Team Links and the Director of Integrated services will
regularly access Sleuth to monitor the behaviour of year groups, classes and
individual students; consequently they will be aware of the current behaviour
of each student and may choose to increase the level of sanction if it is
appropriate.
BEHAVIOUR OUTSIDE OF THE SCHOOL PREMISES
Since the Education and Inspections Act 2006, Principals and Head teachers
also have the statutory power to regulate students’ behaviour at times when
they are not on the premises of the school to such an extent as is reasonable.
For example, we have the same expectation of behaviour for our students if
they are on a school trip, are educated off site, at lunchtime and on the way
to or from school and whenever they are wearing their uniform in a public
place.
This also extends to other activities that are directly linked to the school, for
example, abuse of a member of staff at the weekend, and other behaviour
that brings the school into disrepute [ e.g. derogatory comments on a social
networking site]. Where this happens they will be subject to the same
sanctions outlined in this policy once the student is back on the school
premises.
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SANCTION STRUCTURE
Blue Room – Internal Exclusion
The Brittons Academy has an internal exclusion room called ‘The blue Room’,
this is a quiet room equipped with desks and booths for the students to work
in. This is supervised by our Behaviour for Learning Support Officers. Students
may be placed in the Blue Room for the following:
Medium or high level sanction/behaviours
Widespread or persistent negative behaviour, or for a single serious incident.
If a student is placed in the Blue Room for a fixed period, this will include a
separate break and lunchtime and 40 minutes at the end of the school day.
Whilst a student is in the Blue Room, the school operates a ‘Get it right or do it
again’ policy. This means that any student who does not cooperate with the
rules will have to repeat another day in the Blue Room.
Blue Room Referrals
1. 1 day Blue Room
2. 3 days Blue Room
3. 5 days Blue Room
It should be noted that this system is not vertical and that a student can be
placed in the Blue Room on more than one occasion for either one, three or
five days.
1 day Blue Room – student will be spoken to about their behaviour by Head
of Year.
3 days cumulative will trigger a:
Head of Year meeting with student and parent and referral to our Behaviour
for Learning Home School Support Worker or our Behaviour Mentor.
5 days cumulative will trigger a:
Pastoral Support Programme.
Further Blue Room sanctions will trigger an SLT Review.
The Pastoral Support Programme is part of the Behaviour for Learning Policy.
It is a process that brings together all the actions The Brittons Academy, in
partnership with parents/carers and other agencies, may take to help
students address their behavioural difficulties.
11
A Pastoral Support Programme will normally be a 16 week plan, with built in
Review times. At these Reviews, the student, parent/carers and the school
will review the targets set and the progress that has been made and make
recommendations for the future.
SLT Review/Principal’s Review
This is a formal meeting with the student and their parent/carer to review the
student’s behaviour and conduct. This is the final step before being referred
to our Alternative Educational Provision.
Further inappropriate behaviour or failure to adhere to school rules will mean
a referral to our Alternative Provision, where a student is sent to another
school for a period of 10 days and returns to a Governing Body Reintegration
Meeting. At this meeting a final warning is given, informing the student and
their parent/carer that any further behaviour defaults will result in either
referral to the Local authority Inclusion Panel or Permanent Exclusion.
Referral to Inclusion Panel
This is a process that requires the permission of the parent/carer and is
designed for students in imminent danger of permanent exclusion. The
Director of Integrated Services will make a referral to the Local Authority
panel for a managed transfer to another school.
Fixed Term Exclusion
This will only happen in extreme cases and all fixed Term Exclusion can only
be sanctioned by the Principal.
Permanent Exclusion
Permanent exclusion can only be sanctioned by the Principal and is the most
serious sanction the Brittons Academy has, and will be rarely used. However,
a student may be permanently excluded for:
An extremely serious ‘one off’ incident such as serious violence, serious
bullying or supplying drugs.
Persistently displaying the same serious behaviours despite a series of previous
sanctions and support.
Students may be withdrawn for an internal exclusion or Blue Room whilst an
incident if fully investigated and to ensure that exclusion does not take place
‘in the heat of the moment’ and a period of reflection is allowed. Parents will
be informed of the exclusion by a letter given to the student, and a letter also
sent home by post.
12
SUPPORT
Our Home School Support Workers, Family/Student Counsellors and Behaviour
Mentors support teaching staff by focusing on emotional and behavioural
strategies that will allow students to engage positively in the teaching and
learning environment.
The BEST Centre is the hub for integrating all support services, provided to our
students and their families. Our multi agency approach to inclusion is
designed to:
Help reduce permanent and fixed term exclusions.
Equip students with the learning and social skills necessary to achieve
success within the mainstream environment.
Educate students to make the right choices.
Provide a flexible and preventative resource that responds to the
needs of the individual student.
Provide on-going assessment and support for students showing signs of
emotional stress and behavioural difficulties, with the aim of enabling
them to access the curriculum and participate in the life of the school.
Referrals to the BEST Centre can be made through the Heads of Year, SLT, the
Director of Learning Support and Guidance and The Director of Integrated
Services.
STAFF
Where a member of staff feels that they require support with a particular
student or group of students, they should initially speak to their subject leader,
who will support all members of their team in issues of classroom
management. This may involve peer observations within the department to
share good practice, meeting with the parents/carers of challenging
students, or temporarily removing a student who is not responding.
There will be opportunities for all staff to receive training and INSET on an
individual basis as part of CPD.
REASONABLE ADJUSTMENTS
Where a student has a recognised disability that will make the
implementation of parts of this policy discriminatory, reasonable adjustments
may be made. For example, an Individual Education Plan or Pastoral Support
Programme may be drawn up that states agreed strategies for classroom
13
teachers to use to help support a student’s learning. Reasonable
adjustments may also be made where there is no recognisable disability, but
where it would be beneficial due to the circumstances at the time.
NOTE:
This policy does not attempt to go into detail on the various strategies
employed throughout the school for rewarding positive behaviour and
avoiding negative behaviour. More details are available in the Behaviour for
Learning Handbook (See Page 18 onwards).
14
BEHAVIOUR – RESPONSIBILITIES
STUDENTS
1. To wear correct uniform to school at all times
No boots or trainers
Outdoor coats, scarves and hats to be in bags, lockers or form
rooms (if form tutor agrees)
To wear a tie at all times
To wear skirts at knee length
Hair bands to be black, white or maroon and worn on hair
Make up to be discrete
Jewellery to be limited to one pair of plain studs and a watch
Shirts to be tucked in at ALL times
Blazers to be worn at all times, unless advised by a member of
staff that they can take them off during lessons
2. To be on time for school everyday
3. To attend school everyday
4. To bring a note after any absence
5. To walk on the left in corridors
6. To use the correct ‘up’ or ‘down’ stairs at peak times
7. To be on time for all lessons
8. To wait quietly outside of classrooms
9. To sit in designated seats set by the class teacher
10. To bring a suitable size bag to school
11. To bring the correct equipment to school
Pen (blue or black)
Pencil (drawing and colouring)
Pencil sharpener
Ruler
Rubber
Planner
Calculator (mathematics)
Correct indoor or outdoor kit for PE
12. To put your hand up when you wish to ask or answer a question and
not to call out
13. To use appropriate language when talking to staff and students, no
swearing
14. To address ALL members of staff as ‘sir’ or ‘mam’
15. To pack up when the member of staff asks you to do so and NOT
automatically when the bell goes
16. To put all rubbish in the bin and NOT on the floor
17. To recycle any unwanted paper
18. To eat food in the canteen, hall or designated areas
19. To present all work neatly and to keep exercise books or notes free of
graffiti
20. To complete all classwork and homework set
21. To attend all detentions set by members of staff
15
22. iPods and MP3 players are NOT to be brought in to school. Mobiles
should be switched off all day and in bags.
23. To follow the THREE SCHOOL RULES:
1. Keep hands, feet and object to yourself
2. Follow all staff instructions
3. No name calling, teasing or swearing
FORM TUTORS
1. To act as role models for the students particularly with regard to dress
and behaviour
2. To arrive on time for registration
3. To greet all students politely
4. To check the uniform of students as they arrive ensuring all coats are
in bags or left in your form room (if you agree)
5. To check ‘5 a Day’ – planner, pen, pencil, ruler and rubber.
Complete proforma for any students who default
6. Complete register on computer
7. Check and record any absence notes
8. Lead form to assembly on required days
9. To organise the act of collective worship or thought for the day on
non-assembly days
10. To mentor students on their achievements
11. Read out any key notices such as house events
12. Check uniform of all students as they leave the form room
13. To distribute newsletters, default and congratulation letters
14. Completing and checking school reports
SUBJECT TEACHERS
1. To act as role models for the students particularly with regard to dress
and behaviour
2. To arrive on time for all lessons
3. Have all resources prepared in advance and available when the
students arrive
4. To greet all students politely
5. Where there is room line the students up outside of the classroom
and check uniform
6. Where space is a problem, stand at the door and invite students to
stand behind their desks as they arrive and to get their books and
equipment out
7. When ready, and the students are silent, ask them to sit down and
copy the headings and aim of the lesson from the board
8. Complete register on the computer
9. Set any homework at the start of the lesson making sure all students
copy it down in to their planners and give a clear deadline for
completion
10. Give praise and rewards throughout the lesson
11. Deal with any issues using the agreed code of conduct
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12. Ensure all students put their hand up to ask or answer questions
Do not allow them to shout out answers or questions
13. At the end of the lesson you tell the students to pack their things
away when you are ready
14. Check that all students are wearing their uniform correctly before
letting them leave the room
15. Dismiss the class a row at a time making sure they leave quietly
HEAD OF YEAR
1. To act as a role model for all students and members of staff
particularly with regard to dress and behaviour
2. To monitor the role of form tutors ensuring that all procedures are
followed
3. To lead a weekly assembly including an act of collective worship or
thought for the day
4. To track and monitor the achievement of all students within their year
group
5. To monitor the attendance and punctuality of all students and form
tutors
6. To ensure the mentoring programme is followed
7. To make sure all students in their year group behave appropriately at
all times
8. To monitor and to respond to ALL phone calls and e-mails from staff
and parents concerning students within their year group
9. To meet with parents of any students who are causing concern in
more than one subject area or who have poor punctuality and/or
attendance
ALL STAFF
1. To act as a role model for all students and members of staff
particularly with regard to dress and behaviour
2. To arrive on time each morning ensuring that they sign in
3. To make sure that, if they are absent, they phone the correct
telephone number before 7:30 am to register their absence giving a
brief reason for that absence
4. To set appropriate work during their absence and send it to their
subject leader by the agreed method and time
5. To make sure that, when waking round the school, students keep to
the left hand side in the corridors and use the correct stairs at peak
times
6. To challenge and deal with ALL inappropriate behaviour using
agreed strategies
7. To use SLO ‘call outs’ appropriately. They should only be used for
emergencies such as whole class issues or serious individual issues
8. To ensure all students put litter in the bins and not on the floor
9. To ensure students eat any food in the designated areas
17
10. To set homework in accordance with school policy
11. To mark all work, setting appropriate targets. Work should be signed
and dated when marked
12. To complete all assessments, student reports and round robins by
agreed deadlines or dates in the calendar
18
SCHOOL SUPPORT/SANCTION PROCEDURES
STUDENT NAME: FORM:
DOB: ISSUED ON:
Summary of Actions Initiated: YES
Subject Teacher:
Discuss issues with student
Issue verbal warning/s
Issue detention
Seek assistance from the Subject Leader
Issue a Subject Department Default Note
Form Tutor:
Initiates monitoring of progress via a Report Card/Target Book
Initiates personal mentoring
Refer to Head of Year
Subject Leader:
Monitors progress via a Report Card
Contacts parents to advise them of an issue
Liaises with tutors via Head of Year
Moves student from one group to another
Issues an Incident Slip to refer to the Senior Leadership Link
member of staff
Head of Year
Monitors academic progress and, if applicable, telephones or
meets with parents re issues
Agrees Form Tutor actions
Liaises with the Director of Integrated Services regarding
decisions relating to which strategies can be employed to
address issues
Home School Support Worker
(Name: From: To: )
Engages with the student and family to find a resolution for the
issue
Enacts student buddies or mentors
Anger Management Strategies
Social Skills Enhancement
Restorative Justice
Mediation
Counselling
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The Director of Integrated Services can:
Put in place ‘crisis’ measures
Evaluate the case with the Head of Year/Form Tutor
Meet formally with parents
Assign the student as ‘casework’ to the Home School Support
Worker
Consult with the Director of Learning Support & Guidance
Enact ‘Blue Room’ sanctions and restorative ‘strategies’
Pastoral Support Programme
The Senior Team Link can:
Enact any supportive measures available
Formally meet with parents
The Principal can enact:
A full review of the case in question and offer
Inclusion Panel referrals
Alternative Educational placements
Enact Governing Body Disciplinary Committee meetings
Permanent Exclusion
The Governing Body Disciplinary Re-Integration Committee can:
Conduct a full review of all the issues of concern
Enact further supportive measures
Consider referral to the Inclusion Panel
Consider Permanent Exclusion
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BEHAVIOUR FOR LEARNING HANDBOOK
BEHAVIOUR FOR LEARNING
Planning for good behaviour – a brief summary of the essentials.
Careful lesson planning:
Clear, well delivered ‘overview’ (content, objectives, outcomes)
Clear structure to the lesson
SMART targets with challenge (differentiation)
Appropriate and stimulating learning activities
Seating plans
Ensure all pupils know where they are sitting (remember plans need
reviewing from time to time)
Behaviour plan
You must expect some pupils to challenge you
When dealing with a situation be assertive NOT hostile
Rules
Five suggested rules for the classroom
Ensure that pupils know that they must:
Arrive on time with the correct equipment
Follow instructions at the first time of asking
Put their arm in the air if they wish to ask a question
Listen carefully to what others are saying
Keep hands, feet, objects and unhelpful comments to yourself
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Rewards
Be clear about how you will reward pupils for good behaviour (as opposed to
achievements in their work).
Whole class rewards do not need to be excessive – the aim is to create a
culture of cooperation and inclusion. The message ‘Positive behaviour
benefits everyone’.
Consequences
Be clear about your role and the role of the pupils in implementing the whole
school policy. Remember to stress that further consequences are avoidable
by making the right choice.
The first five minutes
The first five minutes of every lesson are critical in terms of creating the right
atmosphere for effective learning, which links to effective behaviour
management.
Effective management of the first five minutes reduces low level disruption
and should reduce the number of incidences of pupils being given formal
warnings.
Be ready at the door to greet the class (it is essential to have a
presence)
Ensure pupils enter the classroom quietly
Have a seating plan
Have an appropriate starter activity so that they can begin with little or
no instruction
Complete the register as pupils complete the starter activity
The first five minutes are where teachers have initial impact. Once settled
pupils are most receptive at this stage of the lesson and it is the time to grab
their attention. Much of this can be done through a purposeful starter
activity.
22
Routines
Classroom routines need to be taught to pupils of all ages and abilities.
Entry to the classroom and settling to work
Listening to others speak
Asking and answering questions
Starting a task
Plenary
Packing away
Leaving the room
Remember to model the behaviour you want and to be consistent and fair.
Praise and reward as often as you can. You should have a balance of 5:1 in
terms of praise and reward: consequences.
Managing low-level disruption
Looking out of the window
Reading instead of listening
Doodling instead of working
Day dreaming or sleeping with head down on arms
Sitting and rocking back and forth on the chair
Remember to deal with the behaviour not the student.
Decide: do I need to deal with this now.
Use phrases such as:
Take on board what you are saying. However, you need to do your
job. You have been asked to ……..
I understand/I appreciate what you are saying. However, the
instruction/task was to ……..
23
Ideas to try:
Get the start and end of lessons right
Smile!
Catch pupils being good
Positive v negative 5:1
Know the pupils in your lessons
When speaking to the class:
Think about where you are standing
Posture
Non-verbal cues
Physical proximity (move in and out)
Eye contact – the ‘look’
Deliberate ignoring
Proximity praise
Movement around the classroom
BUT THEY’VE NOT GOT THE MESSAGE
Questions that refocus on learning
Privately repeat directions
Give time prompts
Apply a little more pressure
Positive language – not ‘don’t’ but ‘do’
Describe the problem: ‘I understand ….. and now I need you to …… thank
you’ (remember behaviour discussions are private)
It’s still not working
Use formal warning once only. It is the certainty of a sanction, not the
severity.
Keep your cool – you have done all you can.
RMEMBER WHATEVER HAPPENS MAKE SURE YOU REBUILD RELATIONS – EACH
DAY MUST BE A FRESH START.
24
CODE OF CONDUCT AND SUPPORT REPORT
STUDENT NAME: FORM:
D.O.B: ISSUED ON:
REASON:
Statement of Educational Needs: YES NO
School Action/Action Plus: YES NO
Individual Education Plan (IEP): YES NO
FORM TUTOR: HEAD OF YEAR:
ACADEMIC ACHIEVEMENT TARGETS: KS3 (LEVELS) KS4 (GCSE GRADES)
English
Mathematics
Science
STUDENT/FAMILY INVOLVED WITH:
Director of Learning Support & Guidance
Pastoral Support Programme
Director of Integrated Services
Home School Support Worker
Governing Body Disciplinary Meeting
Governing Body Meeting
School-Based Family Therapist
Other _______________________________________________________________________
_______________________________________________________________________
REFERRAL TO:
Governing Body Disciplinary/Re-Integration Meeting
Governing Body Meeting (Permanent Exclusion)
ENCLOSED:
Attendance/Punctuality Record
Statement of School Support/Sanction Procedures and Summary of Actions taken by the
school
25
SUMMARY OF CODE OF CONDUCT
STUDENT NAME: FORM:
D.O.B: COMPLETED ON:
DISRUPTIVE BEHAVIOUR:
Verbal abuse to member of staff
Blatant refusal to follow instruction from members of staff
Major disruption to lesson
Major disruption out of lessons
Persistent low level disruption
Theft of school property
Vandalism of school property
Other unacceptable behaviour
Number of detentions set
Occasions failed to attend detention
Verbal abuse and intimidation of other students
Violence towards other students
Racial abuse towards other students
Vandalism of student property
Theft of student property
Violence towards staff
PARENT/GUARDIAN CONTACTS:
Number of letters sent
Number of telephone calls made
Number of meetings with parents
ATTENDANCE:
% Attendance Number of times late
ALTERNATIVE EDUCATION:
Number of Internal Exclusions with Head of Year
Blue Room: Number of days
Referral to Atrium: Number of days
Referral to Other Educational Provision: Number of days
INVOLVEMENT OF OTHER APPROPRIATE SERVICES:
Youth Attendance Adviser
Educational Psychologist
Social Services
Health
Home School Support Worker
Behaviour Mentor
Family Counsellor
School Counsellor
Child and Family Consultation (referral)
Police
Looked After Children Team
Connexions
Youth Service
Youth Offending Team
Common Assessment Framework Referral
26
SCHOOL SUPPORT/SANCTION PROCEDURES
STUDENT NAME: FORM:
D.O.B: ISSUED ON:
Summary of Actions Initiated: YES
Subject Teacher:
Discuss issues with student
Issue verbal warning/s
Issue detention
Seek assistance from the Subject Leader
Will refer to Subject Leader via Sleuth
Form Tutor:
Initiates monitoring of progress via a Report Card/Target Book
Initiates personal mentoring
Refer to Head of Year
Subject Leader:
Monitors progress via a Report Card
Contacts parents to advise them of an issue
Liaises with tutors via Head of Year
Moves student from one group to another
Will refer to the Senior Leadership Link member of staff via Sleuth
Head of Year
Monitors academic progress and, if applicable, telephones or meets with parents re
issues
Agrees Form Tutor actions
Liaises with the Director of Integrated Services regarding decisions relating to which
strategies can be employed to address issues
Home School Support Worker (Name: From: To: )
Engages with the student and family to find a resolution for the issue
Enacts student buddies or mentors
Anger Management Strategies
Social Skills Enhancement
Restorative Justice
Mediation
Counselling
The Director of Integrated Services can:
Put in place ‘crisis’ measures
Evaluate the case with the Head of Year/Form Tutor
Meet formally with parents
Assign the student as ‘casework’ to the Home School Support Worker
Consult with the Director of Learning Support & Guidance
Enact ‘Blue Room’ sanctions and restorative ‘strategies’
Pastoral Support Programme
The Senior Team Link can:
Enact any supportive measures available
Formally meet with parents
The Principal can enact:
A full review of the case in question and offer
Inclusion Panel referrals
Alternative Educational placements
Enact Governing Body Disciplinary Committee meetings
Permanent Exclusion
The Governing Body Disciplinary Re-Integration Committee can:
Conduct a full review of all the issues of concern
Enact further supportive measures
Consider referral to the Inclusion Panel
Consider Permanent Exclusion
27
TEACHING AND LEARNING CHARTER
1. All lessons will be planned in advance to ensure the following:
They are part of an agreed scheme of work
They are pitched at the right level to ensure all students can
achieve the planned outcomes
They are differentiated to meet the needs of all students
whatever their learning styles and abilities.
Every lesson contains a variety of tasks to engage all learners.
Every lesson contains a starter, main activities and a plenary.
They include, where appropriate, aspects of SEAL such as
independent enquiring, creative thinking, reflective learning,
team working, self-managing and effective participation.
They include the use of ICT to engage learners.
They support the whole school initiative on Literacy.
2. All materials required for each lesson will be prepared in advance.
This includes packs of basic equipment for those students who do
not have them.
3. Every classroom will have up to date displays that include student
friendly grade descriptors, key words and classroom rules.
4. Seating plans will be used in all classes. It is recognised that
members of staff who use a variety of rooms are dependent upon
the layout of the room set by the teacher who uses the room for the
majority of the time and layout may be changed without
consultation.
5. All lessons will begin with the Aim and Learning Objective being
shared with the students
6. A register of pupil attendance will be taken in every lesson and
absences checked and followed up in accordance with agreed
school procedures.
7. All lessons will begin with an engaging starter.
8. The main part of the lesson will be broken down in to small steps
completed at a fast pace.
9. Questioning techniques will be used throughout the lesson to
stimulate discussion, engage pupils or to assess learning.
10. Interactive teaching methods will be used, teachers will move
around the class assisting students with their learning.
11. Students will be rewarded for excellent work, effort or improvement.
28
12. All lessons will end with a plenary to review learning, set the scene
for the next lesson or challenge the learners to take the extra step.
13. Homework will be set and marked in accordance with school policy
and recorded in student organisers during the lesson.
14. All student work will be assessed in accordance with school policy
and appropriate feedback given so that students know how to
progress to the next level or grade.
15. All students will leave the classes in an orderly fashion wearing their
uniform correctly.
29
REWARD AND SANCTION CHART
MERITS PHONE CALL HOME LETTER HOME (PARENT) CERTIFICATE (STUDENT) FACULTY COMMENDATION
Helpfulness Exceptional Continuous good work/effort Continuous good Special initiative
Volunteering circumstances Attendance/punctuality/merits work/citizenship Full year – as end of
Good citizenship Follow up: Uniform Star of the month year
Above and beyond o Good stuff! Communication Commitment and HOY recognition for
Good oral o Positive improvement Excellent work dedication to participation
contribution Touch base with parents – Improved behaviour subject Persistent/consistent
Merit question time positive 100% attendance (parent letter) 100% attendance hard work throughout
Good/improved End of project/exam result (student) the year/half-
behaviour Outstanding work Representing the term/termly
Good test results Recognition for behaviour on trips school Outstanding
Respectful HOY improvement achievement
IEP targets met Helping out with Subject related extra-
school curricular
activities/events
Prefects – to get
recognition
VERBAL REPRIMAND 15-MINUTE DETENTION 30-MINUTE DETENTION 1-HOUR DETNETION SUBJECT DEFAULT
Talking Failure to follow verbal Backchat/argument Rudeness to staff Phones/iPod – in safe
Not following rules Lates/equipment Homework? Disruption to others’ Swearing at
(1st – only one Homework? 2 x late – punctuality learning staff/students
warning) Chewing No show 15-minute detention Swearing at students Fighting/walking out of
Out of seat 15-minute payback – loan Messing about in 15-minute No show 30-minute class
Uniform of equipment detention detention Improper use of internet
Calling out Breaking rules Damage to property Racism
Talking without o Calling out Dangerous Homophobia
permission o seat behaviour Persistent bullying
No homework Backchat/rudeness Bullying
Improper use of Not on task – focus Truancy
equipment/lack Two warnings, then 15
thereof minutes
Chewing? No letter for being late
Additional Strategies: Uniform E-mails to parents (BCC)
Rationale on call out o Send home for change Academic evenings – top in
General Blue Room guidelines o Inform parents subjects/improved
Texting home – detentions Staff walkabouts (assist with call outs). Heightens Beyond the Subject Default?
Defaults Hall detentions (middle leaders/SLT) position of all staff Subject Leaders – more control regarding
Extra lessons for behavioural issue students Staff buddy system – on behavioural strategies sanctions
Litter picking? No iPods
Responsible questioning set questions 5-a-day equipment check/encourage
30
MENTORING POLICY
Mentoring
(Overseen by Heads of Year)
Form Tutors are responsible for creating a caring and supportive atmosphere
to give their pupils a secure base from which to enjoy school life. Mentoring
both, pastoral and academic, is an important part of ensuring all pupils have
the guidance and help they need in order to both achieve their potential in
social, emotional and academic spheres.
Academic mentoring allows Form Tutors to monitor achievement through
identifying barriers to learning and ensuring that progress towards meeting
agreed targets take place.
Identified students will be targeted on a termly basis in consultation with Form
Tutors and Heads of Year. Heads of Year are responsible for the overall
monitoring of progress and achievement for all students within their year
group.
31
ATTENDANCE AND PUNCTUALITY POLICY
ATTENDANCE AND PUNCTUALITY POLICY
The school has clear policies for Attendance and Punctuality.
There is a Home School Support Worker (Attendance) (HSSW Atts) with direct
responsibility for monitoring attendance for the whole school. The HSSW(Atts)
meets regularly with the Education Welfare Officers, together with the Heads
of Year. She also liaises with the rest of the Team of Home School Support
Workers, and other school staff as appropriate.
Heads of Year, along with their Year Team, are responsible for the progress of
pupils within their Year Group. Attendance and punctuality are closely
monitored by the Home School Support Worker responsible for Attendance
(HSSW Atts), Form Tutors and Student Services.
PUNCTUALITY
AM
The side entrance to the school is closed, after the 2nd bell, at 8:35am
(pupils must seek to arrive at school prior to this time). Pupils who arrive
after the gate is closed ( 8:35am) must sign in at Reception and, if time
permits, report to their Form Tutor: if not, they go directly to period l.
All pupils should be ready to enter form room by 8.30am (Please allow
5 minutes leeway before taking the Register for pupils to arrive who
may have been to see other staff).
From 8.35am – 8.45am please register pupils, marking any who arrive
after 8.35am as Late.
If the Year Group is at an Assembly, and pupils arrive late after signing
in, they must, if time permits go to the Assembly. If not, they are to go
directly to Period 1. If a pupil arrives at a Period 2 lesson and there are
no registration marks for am Registration and Period1, please send the
pupil to Student Services so the registration can be corrected.
The list of pupils who have arrived late will be passed to Student
Services by Reception.
32
Pupils who arrive after 9:30am will be coded ‘U’ by Student Services.
For statistical purposes this counts as an ‘Absence’. (Members of staff
must not change this code).
“Keep Kids Safe” will be activated each day between 10:30am and
11:00am by Student Services. This is an electronic system that alerts
parents to their child’s absence, where no message has been received
by the school.
PM
Lesson 4 all Teaching and Supply Staff must complete their Form
Register Via lesson 4 monitor in the first 10 minutes of Period 4.
Pupils are Late if they arrive five minutes after the lesson commences.
Student Services will check after the first ten minutes of Lesson 4 that all
teachers have completed their Register.
If the Register has not been completed Student Services will inform SLT
subject link and send a ‘runner’ from the Office to the relevant class to
collect the Register.
LESSON REGISTRATION
ALL STAFF MUST ENSURE THAT ALL REGISTERS – AM AND PM – ARE MARKED
ELECTRONICALLY OR MANUALLY (AND IF ON PAPER TO BE SENT TO STUDENT
SERVICES WITHIN 15 MINUTES OF THE LESSON BEGINNING
33
BRITTONS ACADEMY ATTENDANCE: AREAS OF RESPONSIBILITY
GOVERNORS (CARE AND GUIDANCE)
All Attendance Issues
Exclusions
Disciplinary Matters
DIRECTOR OF INTEGRATED SERVICES
Responsible for reporting to Governors
Oversight of Attendance within the school
Liaise with Heads of Year, Home School Support Workers and Education
Welfare Service (EWS)
HEADS OF YEAR
Liaise with Form Tutors
Monitor absences with HSSW(Atts) and EWO and if applicable parental
contact
Liaise with Education Welfare Officers
Liaise with Home School Support Workers
Check Official Registers weekly and discuss with Line Manager
HOME SCHOOL SUPPORT WORKER (ATTENDANCE)
Analyse statistics and check for patterns of absence through whole
school
Identify pupils whose attendance is cause of concern and take
appropriate action: contact parents by phone/letter as detailed in
school’s Attendance and Monitoring Procedure. These Procedures
should be following in all cases unless adjustments need to be made, in
which caseDirector of Integrated Services, relevant SLT Link and the
Year Heads should be informed.
Refer concerns to Director of Integrated Services, Heads of Year and
relevant SLT Link
Check Official Registers at least half termly
Attend meetings held fortnightly with the Education Welfare Officer
and Heads of Year
34
ATTENDANCE ADVISER
Monitor Attendance Levels throughout the school on a weekly basis.
Report to the Director of Integrated Services
Assist Home School Support Worker (Attendance) to ensure that
rigorous Procedures that are in place are adhered to
Report any concerns regarding attendance matters to Director of
Integrated Services
FORM TUTOR
Mark Registers, entering reasons for absence
Refer any concerns to Head of Year
Maintain accurate records
Work to establish good patterns of Attendance and Punctuality within
Form Group
Make telephone calls home as appropriate where notes not
forthcoming re concerns about attendance/timekeeping
Ensure Register is returned to Student Services by 9am each morning
Check and Annotate Official Registers each week
Form Tutor will issue a Detention for any pupils late twice within one
week
STUDENT SERVICES
Input Attendance on a daily basis onto the Sims System
Ensure Registers are promptly returned from the Form Tutors
Send information to ‘Keep Kids Safe’ twice daily. Project that alerts
parents/carers to the fact that their child is absent and no reason has
been received by the school
Liaise with Director of Integrated Services, Form Tutors, Home School
Support Workers and Attendance Adviser, providing information as
necessary
Provide SLT with a list of pupils whose attendance is -85%, each week
Provide SLT with a Group Summary each Friday
Provide Heads of Year on a weekly basis with a copy of the Official
Register and a list of pupils whose Attendance in -85%
35
Provide Form Tutors on a weekly basis with:
l. List of pupils with attendance -85%
2. List of Unexplained Absences
3. Copy of the Official Register
4. Manual Registration Form for the next w/c
PARENT
Legal responsibility to ensure child attends school
Contact School on first day of absence
Provide notes for absence
Seek help when needed
Co-operate with school by attending meetings etc when asked
STUDENT
Maintain a good attendance and punctuality record
To seek help when they need it
MONITORING AND CHECKING ATTENDANCE AND PUNCTUALITY
REGISTRATION WALLET
Student Services will prepare daily a Registration Wallet which contains:
- A Paper Register to complete if Electronic Registration cannot be
taken
- An envelope to put new Absence Notes bought in by pupils
- An envelope containing ‘old’ notes that are to be filed having been
checked off by Student Services.
HOME SCHOOL SUPPORT WORKER (ATTENDANCE)
At the end of each week a list of students whose attendance is less than 90%
will be generated by the Home School Support Worker (Attendance).
The Home School Support Worker (Attendance) will check the Official
Register going back over the last five weeks. The Home School Support
Worker (Attendance) will use this to look for emerging patterns of Irregular
Attendance where a student is not completing a full week, remembering that
a student can be absent a half day each week and still show an attendance
of 90%.
36
Bear in mind that over a four week period:
- One absence is unfortunate
- Two may be a co-incidence
- Three needs investigation
The Home School Support Worker (Attendance) will monitor attendance for
the whole school, assigning the necessary time to check print outs and
contact parents/carers as appropriate. Both Authorised and Unauthorised
absence will be discussed.
In all cases, unless considered inappropriate, the Home School Support
Worker (Attendance) will follow the school’s School Attendance Monitoring
Procedure:
In all cases the Student should be seen early in the Procedure:
l. Make two attempts to contact by telephone
2 Suggest monitor for one week. If no response to call Send Letter 1
3. If parent responds, monitor for two weeks looking for improvement
4. Improved. Back to normal Monitoring
5. No Improvement. Send Letter 1
6. Monitor for further two weeks
7. Improved. Back to normal monitoring
8. No Improvement. Arrange meeting in school with parent/carer,
Home School Support Worker (Atts) and the Head of Year.
9. Improved. Back to normal monitoring
10. Parent/carer does not attend meeting. Send Letter 3.
Home School Support Worker (Attendance) and the Head of Year will meet
fortnightly with the Local Authority’s Education Welfare Officer.
The Home School Support Worker (Attendance) will arrange (where
appropriate) for work to be sent home to students who are absent because
of illness.
37
HEAD OF YEAR
1. The Head of Year will monitor that appropriate action is being taken
by the Form Tutor
2. The Head of Year will meet fortnightly, together with the Home School
Support Worker (Attendance) with the Local Authority’s Education
Welfare Officer. All students whose attendance is less than 85% will be
discussed plus any other relevant issues.
Heads of Year hold important information relating to students both regarding
their home circumstances and academic progress. Some cases of poor
attendance relate directly and solely to academic issues and these can be
the easiest to solve!
a. Heads of Year will continue to liaise closely with the Home School
Support Worker (Attendance), the rest of the Home School Support
Worker Team, and the Form Tutors for their Year Group, sharing relevant
information.
b. Heads of Year will discuss with Form Tutors the important role they have
in monitoring attendance and the fact that they are in the Front Line
and are often the first person to notice that attendance is becoming
irregular.
Why is a student absent, say, every Monday am
Is it necessary to be absent all day for a dental appointment
Parental notes. Do they look genuine?
Heads of Year will recognise and reward good attendance/improvement.
DIRECTOR OF INTEGRATED SERVICES (DIS)
The Director of Integrated Services will monitor the work of the Home School
Support Worker (Attendance), with particular reference to the School
Attendance Target Figure. The DIS will initiate such action as is deemed
necessary to address issued of concern.
The DIS will meet formally on a regular basis with the Home School
Support Worker (Attendance). The Home School Support Worker
(Attendance) should come fully prepared with evidence of letters sent,
phone calls made etc.
The Director of Integrated Studies will always give professional advice
to any member of staff who has concerns about an individual student.
38
UNAUTHORISED ABSENCES
Any child not attending school for unauthorised reasons and without parental
knowledge, will be seen by the Head of Year and the parents informed. They
may be placed on Report by the Head of Year in order both to monitor
attendance at lessons and aid with the process of ensuring work is caught up
where possible.
In the circumstances of a parentally condoned absence, or where Form
Tutors are unsure of the validity of the reason given, the Head of Year should
be informed.
ABSENCE NOTES
From the Information issued by Student Services, Form Tutors will be able to
identify those students for whom the school has received no reason for
absence from a parent/carer.
On receipt of an absence note, Form Tutors must sign and date the absence
note, and add the pupil’s name and form. Notes must be filed
alphabetically in folder. Each half term the folder must be passed to
Mrs Beach, who will place the notes in the student’s file.
Each week, Form Tutors will receive an Absence Return Form from Student
Services. This must be filled in and return to Student Services by Friday of the
same week. Student Services will then amend the relevant codes and return
the updated sheet to Form Tutors the following week.
39
LATE PROCEDURE
AM: 08:30 onwards = 30 minute late detention
A member of SLT and the Home School Support Worker responsible for
attendance will be on duty each morning at Reception
All students will be required to sign in and have their names checked
against their swipe or oyster card. Their swipe/oyster card will be taken
and given back to them when they attend their lunchtime detention.
Each student will be given lunchtime detention slip.
The late lists go back to Student Services who hold the late list for staff
to collect at lunchtime.
Note:
Students who are late to Form, without a late slip, on more that two
occasions per week should still be set a late detention by their Form
Tutor.
Persistent poor punctuality should be addressed by Heads of Year
through parental meetings.
Late on two or more occasions
Form Tutor detention (week 1)
Monitor for one week
Punctuality improved No improvement
(No action)
Form Tutor to telephone parents
Place on Punctuality Report
Monitor
Attendance improved No improvement
No further action
Parental meeting with Head of Year
40
AM Front Door Late Duty
Monday Mr R Ayre
Tuesday Mr L Mugombe
Wednesday Mr L Spence
Thursday Mr R W Sheffield
Friday Ms S Anderson
Lunchtime Late Detention Rota
Week 1(week beginning 28.11.11) Week 2
Monday Mr R Ayre Ms S Reddington
Tuesday Mr L Mugombe Ms N Honey
Wednesday Mr L Spence Mr S Turner-Smith
Thursday Mr R W Sheffield Mr P Gilbey
Friday Ms S Anderson
Lunchtime Detention
Failure to attend a lunchtime detention will trigger the following process:
1. A list of students who failed to attend the detention will be carried
forward to the next day
2. The list of students who failed to attend will be sent to On Call, who will
collect the students and deliver them to the school hall
3. A list of students who should attend the lunchtime detention will be
emailed to the member of staff on duty by Period 3 of that day
4. Students who persistently default at lunchtime will be given a Friday SLT
detention
41
ATTENDANCE MONITORING LETTER 1
Dear
RE: SCHOOL ATTENDANCE
NAME AND FORM
Despite my recent contact with on …………………….., your child’s school
attendance remains a concern.
As ……………’s parent(s)/carers it is your responsibility in law to ensure that
your child attends school regularly and punctually and if students are to both
enjoy their time at school, and reach their potential academically, it is
essential that they do so. In recognition of this we, at The Brittons Academy,
monitor the attendance of all our students closely.
Please be aware, that if a student’s attendance drops below 85% the school
is obliged to discuss the matter with the Local Authority’s Education Welfare
Officer, who may take legal steps to ensure that students receive the
education to which they are entitled and which the law says they must have.
I must now ask you to contact me at the school, as a matter of urgency, so
that we can discuss the reasons why ……………… is frequently absent.
I very much look forward to hearing from you so that we can work together
to resolve the current concerns regarding your child’s attendance.
If I do not hear from you, and there is no improvement in attendance, I will be
asking you to come into school to discuss the matter.
Attached is a copy of your child’s Registration Certificate so that you can see
the pattern of absence.
Yours sincerely
Home School Support Worker (Attendance)
cc Director of Integrated Services
Head of Year
42
ATTENDANCE MONITORING LETTER 2
SCHOOL MEETING WITH HSSW AND HEAD OF YEAR
Dear
RE: SCHOOL ATTENDANCE
NAME AND FORM
Despite our previous communications, your child’s school attendance
remains a concern and I must now ask you to come into school to discuss the
matter with your child’s Head of Year. I will also be present at the meeting.
Would you please, therefore, come into school on …………………………..
at ……………. o’clock (BOLD). If you do need to change this appointment
please contact me at the school immediately.
Enclosed is a copy of your child’s Registration Certificate so that you can see
the pattern of absence, and I would remind you that if attendance drops
below 85% the Local Authority’s Education Welfare Officer may take legal
action to ensure regular attendance.
I look forward to meeting with you and I very much hope that we will be able
to work together to ensure that ………………..’s attendance improves to a
satisfactory level.
Yours sincerely
Home School Support Worker (Attendance)
cc Director of Integrated Services
Head of Year
43
ATTENDANCE MONITORING LETTER 3
Dear
RE: SCHOOL ATTENDANCE
NAME AND FORM
I am disappointed to see that you did not attend the meeting(s) arranged to
discuss ………’s poor attendance and as far as I am aware you have not
offered any explanation for this, nor asked for a new date to be arranged.
………’s attendance remains a cause for concern and I must remind you that
as ………’s parent/carer you are responsible in law for ensuring regular and
punctual attendance.
Further, I would remind you that if a student’s attendance drops below 85%
the Local Authority’s Education Welfare Officer may feel there is no
alternative but take legal measures in this matter.
I still very much hope that you will be willing to work with the school in our
efforts to ensure that ………’s attendance reaches an acceptable level, and
if there is any matter affecting attendance which I am not aware of I would
be very pleased to arrange another date and time to meet with you. If this is
the case please contact me at the school.
If I do not hear from you I will assume that there are no issues which you
would like to discuss with me, and I will expect ………’s attendance to
improve.
Yours sincerely
Head of Year
cc Director of Integrated Services
Home School Support Worker (Attendance)
44
ATTENDANCE MONITORING
HOME SCHOOL SUPPORT WORKER PROCEDURES
Telephone call to
parent/carer. Make two
attempts at different time of
day. If no reply second
attempt leave message.
Monitor two weeks. During
this time HSSW (atts) see
student in school.
Attendance No improvement
improves Send out Letter 1
No further action Monitor two weeks
Return to normal
monitoring
Improvement No improvement.
No further action Send Letter 2
Return to normal arranging school
monitoring meeting with Head
of Year and HSSW
(atts)
Improvement after No improvement
meeting. No after meeting.
further action. Discuss with EWO
Normal monitoring
Failure to attend the school meeting: send Letter 3. In most situations will be
EWO level.
45
HOME SCHOOL SUPPORT WORKER (ATTENDANCE)
MONTHLY RETURN TO DIRECTOR OF INTEGRATED SERVICES
Home School Support Worker ________________________________ (name)
Month ________________________________
This form must be completed at the end of each calendar month and
passed to the Director of Integrated Services.
Number of Letter 1 sent _____________________________________
Number of Letter 2 sent _____________________________________
Number of Letter 3 sent _____________________________________
Number of Parental Meetings held in
School by HSSW and Head of Year
Re attendance issues _____________________________________
Number of Home Visits undertaken by
HSSW (attendance) _____________________________________
Register Review undertaken
on _____________________________________
Please state Year Group
Please ensure this Return is with the Director of Integrated Services by the 5th
of the following month.
Signed ________________________________ Home School Support Worker (Attendance)
Date ________________________________
46
ATTENDANCE MONITORING: HOME SCHOOL SUPPORT WORKER (ATTENDANCE)
STUDENT FORM TELEPHONE STUDENT SEEN LETTER 1 DATE LETTER 2 DATE PARENTAL LETTER 3 DATE HOME VISIT EWO EWO LETTER
NAME CALL DATE DATE MEETING BY HSSW MONITORING RE MEETING
HEAD OF (ATTS) LETTER
YEAR AND
HSSW (ATTS)
47
EQUALITY, DIVERSITY AND COMMUNITY COHESION POLICY
AIMS AND VALUES
At The Brittons Academy (TBA) we aim to provide equality and excellence for
all, in order to promote the highest possible standards.
Our Equality Policy is based on the following care values as expressed in our
schools Mission Statement.
MISSION STATEMENT
Raising standards of achievement in all aspects of the curriculum
Providing a broad and varied curriculum which offers an opportunity
for each student to achieve his or her potential in the 21st Century
Promoting a school educational culture which is academic, scientific,
technological and vocational
Sharing resources and developing good practice
Providing for all students a safe, healthy and inclusive environment
where they can enjoy and achieve educational and, ultimately,
secure economic wellbeing and thus are able to make a positive
contribution to society
Enabling students to enter post-16 courses with the skills and knowledge
that they require in order to progress and contribute to be an active
partner in a learning society
Encouraging strong partnerships between school and home and the
local community
Encouraging students to be aware of the world in which they live and
to become good citizens that respect cultural, spiritual, moral and
social difference.
The Brittons Academy is committed to providing an education which offers
equality of opportunity and freedom from discrimination for all staff, students,
Governors and members of the extended school community. We will seek to
ensure that no student, staff member or parent/guardian/carer receives less
favourable treatment on any grounds which cannot be shown to be justified.
48
This covers race, ethic or national origin, language, religion or belief, gender
or gender reassignment, sexual orientation, marital status, disability, age,
responsibility for children or other dependants, trade union or political
activities, social class or where a person lives.
A COHESIVE COMMUNITY
We recognise at The Brittons Academy that we have a commitment to
developing a sense of identity for all members of our school community. The
Brittons Academy represents a myriad of communities in terms of its identity
as a school community, and our extended, local, national and global
communities.
In order to achieve a cohesive community we at Brittons School, will need to:
Promote understanding and engagement between communities;
Encourage all students and their families to feel part of the wider
community;
Understand and respond to the needs and hopes of all our
communities;
Tackle discrimination;
Increase life opportunities for all;
Ensure teaching and the curriculum explores and addresses issues of
diversity.
RACE, DISABILITY AND GENDER EQUALITY
RACE EQUALITY
Brittons School is committed to racial equality and to combat discrimination
and racial harassment. We aim to promote cultural diversity whilst also
underlining the importance of a cohesive society. We will encourage our
students to celebrate and appreciate diversity at the same time as
developing a sense of identity that allows a shared set of values based upon
mutual respect and a sense of community.
49
COMBATING RACISM AT THE BRITTONS ACADEMY
All students have a right to learn in a safe and supportive environment;
Students, staff and members of the wider school community should be
able to come to our school without fear of racial abuse or unfair
discrimination;
Racism is unacceptable in any form. Incidents of racial harassment
contravene the Race Relations Act 1976 as amended 2000;
We value all our student equally and try to accommodate their
individual needs;
Our teachers plan lessons which give students opportunities to relate
positively to the diversity of British society;
We monitor the progress and attainment of all students, analysing
individual and group patterns and trends to identify
underachievement, so that early intervention strategies can be
employed to raise attainment;
We deliver a strong Citizenship curriculum;
We listen to students ideas of how to improve both the school learning
environment, and the school community;
We promote visits that encourage discussions on cultural and societal
systems;
We support students in providing for their individual needs relating to
their home culture and tradition [for example, fasting during
Ramadan];
Assemblies cover moral and cultural aspects of world faiths;
We make a conscious effort to reflect cultural diversity and show
positive images of people from all backgrounds;
We provide Equality training to all our staff on an annual basis;
We challenge expressions of racist behaviour. Our staff and students
follow procedures that are clearly laid out in the school’s Care and
Guidance Policy.
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DEALING WITH RACIST INCIDENTS
A racist incident has been defined by the Macpherson Report of the Stephen
Lawrence inquiry as “Any incident which is perceived to be racist by the
victim or any other person”.
Racial harassment may include:
Physical abuse;
Verbal abuse, including derogatory comments/jokes/name
calling/insults;
Graffiti or other written abuse or the display of offensive material;
Differential negative treatment;
Refusal to cooperate with people from other ethic groups;
Display of racist insignia, literature, leaflets, recruitment or
encouragement of others to join a racist group;
Racist comments about people or the work in hand during the course
of a lesson or at break/lunch time;
Ridicule over cultural individuality/diversity;
Unwelcome gestures and aggressive body language;
Damage to property;
Incitement of others through any of the above categories.
CHALLENGING AND DEALING WITH RACIST INCIDENTS
All incidents need to be acknowledged, challenged, investigated and
reported. Incidents may involve students, employees or visitors to the school,
as either victims or perpetrators. The victim/s need to be supported and their
cultural identity positively reinforced. The perpetrator/s need to be
counselled. Parents of both the victims and the perpetrators need to be
informed of the incident and what actions were taken by the school.
Depending on the outcome of the investigation, and the seriousness of the
incident, a verbal or written warning may be necessary. In extreme cases,
where the safety of others is threatened, Alternative Educational
Supervision/Provision may be and option.
51
PROCEDURE FOR DEALING WITH RACIST INCIDENTS
When an incident is reported:
Acknowledge that the incident has happened and express clear
disapproval;
Support the victim by apologising for the fact that they are having to
suffer this;
Identify whether an interpreter is needed [another student may be
able to assist];
Ask both the victim and the alleged perpetrator for their accounts of
events, separately;
Identify the racist element within the behaviour [or ask for help from the
Director of Integrated Services or Senior Leadership Team];
Inform the Director of Integrated Services, the nominated person for
recording and monitoring racist incidents;
Consider appropriate action;
Complete a racist incident form, including your findings of whether or
not the incident is found to be racially motivated.
The Director of Integrated Services or Senior Leadership Team should:
Contact both sets of parents if appropriate;
Reinforce the school’s policy to handle racism and explain the action
taken;
Inform staff so they can be vigilant in preventing further occurrences;
Find ways of re-affirming the positive status of the culture of the victim;
Talk with the perpetrator and increase pastoral support for them to
RECORDING AND MONITORING
The nominated member of staff, who is the Director of Integrated Services,
should keep a record of all racist incidents. This record will enable
investigation, recording and monitoring of all racist incidents.
The Director of Integrated Services will report on racial incidents to both the
Governing Body and the Local Authority on a termly basis.
52
Disability Equality
Disability Equality Scheme
December 2009 to December 2012
Introduction
The SEN and Disability Act 2001 extended the Disability Discrimination Act
1995 to cover Education.
VISION AND VALUES STATEMENT
The Governing Body and Staff of The Brittons Academy are committed to the
Principle of Inclusion and equal opportunities increasing the extent to which
disabled pupils can participate in the school curriculum. The Brittons
Academy values all members of its community and celebrates their success
and achievements. We endeavour to make ‘reasonable adjustments’ for
disabled pupils so they are not at a substantial disadvantage. We aim to
promote positive attitudes towards all pupils and ensure those with disabilities
are not treated ‘less favourably’ in any practices. Our Accessibility Plan sets
out proposals to improve the environment of the school by increasing the
extent to which disabled pupils can take advantage of Extended Services,
BEST.
The Disability and Discrimination Act (1995) defines a disabled person as
someone who has ‘a physical or mental impairment which has a substantial
and long term adverse effect on his or her ability to carry out normal day to
day activities’. This definition of disability covers a broad spectrum covering
pupils currently attending The Brittons Academy:
People with mental health conditions
Learning difficulties /disabilities, pupils who have a Statement of Special
Educational Needs
Hearing or sight impairments
Diabetes
Epilepsy
ADHD
GENERAL DUTIES AND PRIORITIES
To make staff aware of the range of disabilities and how such
disabilities may limit access to the curriculum for certain pupils.
53
Use Learning Support Assistants effectively to support the class teacher
in making the curriculum accessible to all pupils.
A three year Accessibility Plan to improve the physical environment of
the school to which disabled pupils can take advantage of education
and extended services
Equality of all pupils is included in all school policies/documents
School Improvement plan
Inclusion Policy
SEN policy
Admissions criteria
Health and Safety requirements
School Trips
ECM
Looked After Children Policy
Implementation
The Brittons Academy is committed to a whole school approach led by
the Governing Body and Senior Leadership Team
Resources and training needs will be reviewed annually
Increasing Access and opportunities for disabled pupils will often
require multi agencies working in partnership.
Review of the Disability Equality Scheme/Accessibility Plan – these will
be reviewed annually.
The Disability and Equality Plan will be published on the School’s
intranet
A copy of the plan will be published in the school’s website
Equality Scheme update notes April 2010
Equality at school usually leads to success in later life. As a school we are
committed to raising standards for all our pupils so that they can reach their
full potential. We recognise that financial disadvantage and SEN are closely
linked to underachievement than are gender and ethnicity.
We endeavour to narrow the gap and raise the attainment gap and improve
outcomes for all disabled and disadvantaged pupils.
54
Our admissions system is fair and transparent for all pupils regardless of race,
ethnicity, gender or ability.
Gender Equality
The Equal Opportunities Policy adopted by Brittons School and Technology
College recognises an obligation, under the Equality Act 2006, to offer equal
consideration in employment, education and career development to all
members of its community. This is to:
Eliminate unlawful sex discrimination and harassment;
Promote equality of opportunity between females and males.
The Brittons Academy notes that discrimination can be overt and covert and
that measures should be taken to combat gender discrimination on all levels.
Overt discrimination can occur in areas such as, the options systems, careers
advice and work experience. Covert discrimination relates to assumptions,
beliefs and values. These can be acquired over a long period of time and
can affect peoples’ responses and behaviour. This may manifest itself in the
attitudes of staff and students towards themselves and others.
The Brittons Academy is committed to developing practices and policies that
eliminate overt and convert forms of discrimination based upon gender.
This Gender Equality Scheme is applicable to support all members of the
school community – students, governors, teaching and non-teaching staff.
Through the Gender Equality Scheme The Brittons Academy will:
Gather and use information on how the school’s policies and practices
affect gender equality in the workforce and in the delivery of services.
Consult with stakeholders and take into account the relevant
information in order to determine its gender equality objectives.
Assess the impact of its current and proposed policies and practices on
gender equality.
Report against the scheme every three years.
Current Equal Opportunities Scheme
All members of the school community should sense they are valued as
individuals and be encouraged and expected to extend similar
consideration to others.
55
We will seek through, for example, public display materials,
communications with outside agencies, parents and the community, to
convey a positive view of Equal Opportunities.
We will seek to counter prejudice, discrimination and bullying of any
kind.
We will track attainment of all groups within our community, analysing
results and putting in place support where necessary.
We will seek to provide equal access to training and other professional
development for all staff.
All curricular areas, academic and pastoral, are required to take into
account equal opportunities. Aims and approaches to ensure equality
must be indicated in schemes of work and reviewed annually. Equal
opportunities form a central theme of Citizenship.
All curricular areas will monitor materials for such things as gender bias,
stereotyping and lack of awareness.
The school, when recruiting staff, will not discriminate against individuals
on the grounds of gender or sexual orientation.
Roles and Responsibilities
All who work in the school have a responsibility for promoting equality and
inclusion, and avoiding unfair discrimination.
Governors of The Brittons Academy are responsible for:
Making sure the school complies with all current legislation;
Making sure this policy and its procedures are followed.
The Principal of The Brittons Academy is responsible for:
Making sure the policy is readily available and that the governors, staff,
students and their parents/carers know about it;
Making sure its procedures are followed;
Producing regular information for staff and governors about the policy
and how it is working, and providing training for them on the policy, if
necessary;
Making sure all staff know their responsibilities and receive training and
support in carrying these out;
Taking appropriate action in cases of harassment and discrimination.
56
All school staff at The Brittons Academy are responsible for:
Modelling good practice, dealing with racist incidents and being able
to tackle bias and stereotyping;
Promoting equality and good relations and avoiding discrimination
against anyone for reasons of race, ethnic or national origins,
language, culture, religion or belief, disability, gender, sexual
orientation or social class;
Keeping up to date with the law on discrimination and taking training
and learning opportunities.
Pupils at The Brittons Academy are responsible for:
Keeping equality and diversity issues on the School Council agenda,
through a shared input with staff on developing policies relating to this
area. This will include:
- the anti-bullying policy and specifically racist and homophobic
bullying;
- developing school/class rules which challenge discriminatory
behaviour
Parents/Carers at The Brittons Academy are responsible for:
Keeping equality and diversity issues on the Governing Body agenda,
through a shared input with staff on developing policies relating to this
area. This includes:
- the anti-bullying policy and specifically racist and homophobic
bullying;
- ensuring the above is explicit within the Home School Policy.
Visitors and contractors to The Brittons Academy are responsible for:
Knowing and following our equality policy.
Responsibility for overseeing equality practices in Brittons School lies with a
named member of staff and governor:
Responsibilities include:
Coordinating and monitoring work on equality issues;
Dealing with and monitoring reports of harassment [including racist and
homophobic incidents];
57
Monitoring the progress and attainment of potentially vulnerable
groups of students [ for example, young people in care, young people
from minority ethnic/language or Traveller communities and students
with disabilities];
Monitoring exclusions.
MONITORING, REVIEWING AND ASSESSING IMPACT
This Policy incorporates The Brittons Academy’s disability and gender equality
schemes and our race equality policy.
The policy will be regularly monitored and reviewed by staff and governors to
ensure that it is effective in tackling discrimination, promoting access and
participation, equality and good relations between different groups, and that
it does not disadvantage particular sections of the community. Any pattern
of inequality found as a result of impact assessments is used to inform
planning and decision making.
A named member of staff and a named governor responsible for equality will
monitor specific outcomes. The Principal will provide monitoring reports for
review by the Governing Body.
58
DRUGS POLICY
This policy was approved by the Governors in the Autumn term of 2006 and
should be used with reference to Brittons School’s Health and Safety and
Inclusion policies.
INTRODUCTION
This policy covers the use and misuse of all psychoactive substances by
students and staff. Substances covered by the term drugs in this policy
include illegal drugs, tobacco, alcohol, solvents and prescription or over-the-
counter medicines (used for purposes other than those for which they were
prescribed/intended).
AIMS
1. To provide education about the risk and effects of drugs.
2. To develop young people’s confidence and skills to manage situations
involving drugs.
3. To create a safe and supportive learning environment.
4. To ensure that those for whom drugs are a concern receive appropriate
support.
5. To enable staff to manage drugs on school premises, and any incidents
that occur, with confidence and consistency, and in the best interests of
those involved.
DRUG EDUCATION
The aims of drug education are to:-
Minimise the number of young people engaging in drug use.
Delay the age of first use.
Reduce the harm caused by drugs.
Enable those who have concerns about drugs to seek help.
Drug education should:-
Increase knowledge and understanding, clarifying misconceptions
about:-
o The short and long-term effects of drugs.
o Laws relating to drugs.
o School policy relating to drugs.
o The impact of drugs on families, communities, and personal behaviour.
59
o The prevalence and acceptability of drug use among peers.
o The moral, social, and emotional issues surrounding drugs.
Develop young people’s personal and social skills to make informed
decisions to stay safe and healthy including:-
o Finding information and advice.
o Devising coping strategies.
Enable young people to explore their own and other people’s attitudes
towards drugs, drug use, and users.
Drug Education will be delivered via:-
Drug awareness sessions, involving multi-agency input, for years 7 and 9,
consisting of assemblies and class workshops.
The PSHE curriculum (See DfES Drugs: Guidance for Schools 2004
Content of and progression within drug education, pages 95-97)
supported where possible by external drug educators in partnership with
Havering DAAT.
SUPPORTING YOUNG PEOPLE AT RISK
The school will publicise, via posters and leaflets, sources of help and support,
both inside and outside the school, for young people with issues involving
drugs. These sources will be further promoted within PSHE lessons.
The BEST Centre will provide in-school support for young people wishing to
discuss concerns and all staff will refer young people seeking advice,
information or help to them.
The BEST staff will be trained in screening, assessment and referral to
support/treatment from external agencies and will liaise with outside
agencies as appropriate. While it is recognised that young people have a
defined legal right to confidentiality, staff will normally encourage the
involvement of parents in such support. Teachers cannot and should not
promise total confidentiality. The boundaries of confidentiality should be
made clear to pupils.
DEALING WITH DRUG-RELATED INCIDENTS
The school will operate a zero-tolerance policy towards drug use or supply on
the premises. This will include students arriving at school under the influence
of substances.
60
The following procedures will apply:
1. If a pupil is found to be, or suspected of being, under the influence of
drugs or alcohol the Principal will be notified and the pupil’s family
informed. Unless this is a persistent occurrence, the pupil will be referred
to the BEST Centre for support, assessment and onward referral where
appropriate.
2. If a teacher suspects that a pupil is in possession of alcohol or drugs
he/she will inform a senior member of staff. He/she will ask the pupil to
empty their pockets or bags. If the pupil refuses, parents and the police
will be contacted to conduct the search. If neither is available before
the end of school, the Principal may decide as a last resort to conduct
the search in the presence of another member of staff or may authorise
a female member of staff to do so if the pupil to be searched is female.
(Guidelines for searching pupils within school boundaries, 2006 –
Metropolitan Police paragraph 12 page 16). The school has a
responsibility to hand any illegal drugs so discovered to the police. If the
police cannot attend by the end of the school day then the school may
send a representative to deliver the drug to the nearest police station,
having first contacted the police by an established method to inform
them of their route and mode of transport. Local police will currently
press charges in all such cases. The school will refer the pupil to the BEST
Centre for support, assessment and onward referral where appropriate.
The pupil will normally be placed in the Blue Room for a defined period
of time, except in cases where the substance discovered was a Class A
drug, in which case the school will take steps to permanently exclude at
the same time as referring the pupil for support from an appropriate
agency.
3. If a pupil is found to be supplying drugs to others the police and
governors will be informed and, unless there are exceptional
circumstances, the school will take steps to permanently exclude at the
same time as referring the pupil for support from an appropriate agency.
4. If it is suspected that pupils are involved in the supply of drugs outside the
school, police will be contacted.
All school staff, including non-teaching staff, will be made aware of their
responsibilities under this policy and will receive training and support relevant
to their responsibility for its effective operation, either in education, referral or
responding to drug-related incidents.
CONFIDENTIALITY AND INFORMATION SHARING
Confidentiality
All issues relating to confidentiality and information sharing must be in a
61
context that is legal and is approved of and known by the Principal and
Governors.
The importance of confidentiality cannot be underestimated. A young
person seeking help or advice about drugs or substance use is not going to
disclose to a trusted teacher if they believe that the information will
immediately be shared with their parents or the police. At the same time, it is
essential that teachers work within the law. The vital ingredient in the
development of any successful working relationship between the teacher
and young people is trust. A young person sharing personal issues with a
teacher can often expect that confidentiality will be maintained. However,
teachers know that this is not always possible and they cannot, nor should
they, promise total confidentiality. They must explain clearly to young people
the circumstances under which information may need to be disclosed and to
whom.
A young person aged 16 or 17 or a child under 16 who has the capacity to
understand and make their own decisions may give or refuse consent to
sharing. Children aged 12 or over may generally be expected to have such
understanding. In most cases where a teacher has judged that the child is
not competent to consent, a person with parental responsibility should be
asked to consent on behalf of the child.
Parents and Confidentiality
The Children’s Act states that is the duty of teachers to ‘assist in the
enhancement and maintenance of effective relationships between parent
and child’. The parent of the child can, therefore, claim that they have a
legal and moral right to be involved in the care of a young person if their
participation will add to their child’s wellbeing.
The Children’s Act defines ‘parental responsibility’ as, ‘all rights, duties,
powers, responsibilities, and authority which by law a parent of a child has in
relation to the child and his property’. However, schools also have a duty of
confidentiality to young people, and are not legally obliged to inform parents
of a young person’s drug use. In a situation where a young person’s drug use
has been disclosed by themselves or others, the school must follow the
guidelines outlined in the Every Child Matters framework in deciding whether
or not to breach confidentiality. The worker must assess the impact on the
young person of informing the parents of their child’s alleged drug use, and
be very clear of the potential results of a disclosure. Any decision must be
demonstrated to be made in the public interest as defined below. Decisions
and discussions with the Principal and senior staff must be documented
clearly and accurately at the time and not retrospectively.
62
Under ‘Every Child Matters guidance, disclosure without consent may be
made if such a disclosure is considered to be in the public interest. Each
case must be decided on its own merits. In making the decision the school
must weigh up what might happen if the information is shared against what
might happen if it is not, and make a decision based on a reasonable
judgment.
There are public interests, which in some circumstances may weigh against
sharing, including the public interest in maintaining young people’s
confidence in the confidentiality of the school as a source of help.
Sharing confidential information without consent will normally be justified in
the public interest:-
When there is evidence that the child is suffering or is at risk of suffering
significant harm; or
Where there is reasonable cause to believe that a child may be suffering
or at risk of significant harm; or
To prevent significant harm arising to children and young people or
serious harm to adults, including through the prevention, detection and
prosecution of serious crime. Serious crime means any crime that causes,
or is likely to cause, significant harm to a child or young person or serious
harm to an adult.
The key factor in deciding whether or not to share confidential information
without consent is proportionality, i.e. is the information you wish to, or are
asked to, share a balanced response to the need to safeguard a child or
another person, or to prevent or detect a serious crime?
Whether the decision is to share information or not, the reasons for the
decision should always be recorded in writing.
Assessing ‘Significant Harm’
The BEST staff will use the Havering DAAT Screening Tool with any young
person they believe is involved in substance use. The information gained by
the use of the tool will not be passed on to other agencies or individuals
outside the school without the consent of the young person unless there are
public interest grounds for doing so as outlined above.
It is clear that not every instance of drug use will place a young person at risk
of significant harm. It is important that BEST staff know how to assess the
likelihood of significant harm to a young person (or others) as a result of their
involvement with drugs and how best to assist them to access other services.
It is also important to ensure that young people stay engaged with the
school. The school must principally consider the health and safety of the
63
young person when thinking about how to respond to a disclosure. The
decision will be informed by the Principal’s/BEST staff’s professional judgment,
and their knowledge of the young person and their situation.
The BEST staff should normally refer to other agencies for support if they or the
young person believes that:-
They rely upon frequent use of drugs or alcohol to function in daily life.
Their drug or alcohol use is significantly affecting performance at school,
work, or home.
Their drug use is causing problems, such as conflict at home.
They feel under unwanted pressure to use drugs, or are being coerced to
use or procure drugs for others.
They are involved in organised or habitual supply of drugs to others.
They fall into an identified vulnerable group or are experiencing one or
more of a number of risk factors (e.g. lack of parental or peer support,
being looked after, additional risk behaviours such as risky sexual
behaviour, emotional or behavioural problems).
Their drug or alcohol use is out of their control.
Their health is suffering as a result of their drug use.
Their life could be at risk.
They could be at risk of violence from others if their drug use continues.
They have a previous history of problematic drug misuse.
They are using any Class A drugs or injecting any non-prescribed drugs.
Other staff or service users could be exposed to significant danger.
Their (or someone else’s) drug use is impacting negatively on their
behaviour and/or emotional health.
The staff should also take into consideration whether this is a one-off incident
or longer term situation; the quantity of the drug involved; the young person’s
motivation in disclosing; the young person’s knowledge and attitude to their
own or others’ safety; how the drug is being used; and where the incident
appears on a scale from ‘possession of a small quantity’ to ‘persistent supply
for profit’.
The school will disclose information as appropriate using child protection
procedures (see page 37), agreed onward referral mechanisms and
protocols with other agencies or to the police as appropriate to the public
interest case being satisfied.
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The school will not automatically be expected to report any young person’s
personal disclosure of drug use to the police. It would normally be most
appropriate to refer young people to a specialist drug support agency in the
first instance. However, there may be circumstances where this course of
action is taken, such as repeated warnings or danger to staff and others.
Discussion between the BEST staff and the Principal and the documenting of
events is essential.
Working with Other Agencies
It is accepted that many young people have needs that cannot be met by
the interventions of one agency alone. Where a young person’s drug use
necessitates a referral to a specialist agency, it is usually the case that the
school will wish to maintain an involvement with the young person and play
an active part in any multi-agency packages of care developed as a
consequence. It is essential that school personnel involved with other
services are aware of the confidentiality policies of those services. They may
be significantly different to the confidentiality policy used by the school. It is
the responsibility of the school to ensure that the young person understands
these differences and to negotiate an agreement that allows both agencies
to work together if appropriate.
Information Sharing
It is the responsibility of the school to ensure that information is shared in a
proper way. This means:-
Share the information which is necessary for the purpose for which it is
being shared.
Share the information with the person or people who need to know.
Check that the information is accurate and up to date.
Share it in a secure way.
Establish with the recipient whether they intend to pass it on to other
people and ensure they understand the limits of any consent which has
been given.
Inform the person to whom the information relates and, if different, any
other person who provided the information, if you have not already done
so and it is safe to do so.
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This school wants to:-
The Brittons Educate you about the effects of drugs and their risks.
Academy’s Help you to stay safe.
Drugs Policy Direct anyone who needs help or support for a drugs
problem to agencies that can help.
Make sure drugs are not used or dealt in school.
Make sure that the school is a safe place for you to learn.
If you are using If you are caught If you are caught If you are caught
drugs and want using drugs in with drugs on you giving/selling
advice or help to school in school drugs to others in
stop. school
You will have The police will be
the option to involved and you
Talk to: The police will be
have the will be arrested involved and you
school deal
Home School will be arrested
with the
Support
matter; or
Workers You will be
The police will
Director of referred to the You will be
be involved
Integrated Blue Room or referred to
and you will
Services Bower Park Bower Park
be arrested
Youth The School You will be
Engagement Governors permanently
Worker Disciplinary excluded
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advice and Governors excluded or You will be
information Disciplinary transferred to referred to
Put you in Committee another school the Youth
touch with will decide You will be Offending
services that what action referred to the Team
can help you to take Youth You will be
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referred to services that issues and
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help you with with drugs
drugs issues and issues and
problems problems
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BULLYING AND HARASSMENT POLICY
The Brittons Academy believes it is important to differentiate between conflict,
mutual harassment and real bullying. There are often disputes and arguments
between young people who resort to verbal abuse and sometimes fight to resolve
differences of opinion. Where mutual harassment is established, both parties must
accept responsibility for their actions.
Bullying is behaviour which is deliberately designed to intimidate and control others
and which leaves a young person unhappy, frightened or threatened.
PARENTS
If you suspect your child is being bullied then it is important that they are
given the opportunity to talk about it and that they feel listened to. It is
essential that if your child tells you that they or a friend are being bullied then
you contact the school as soon as possible.
If you have any concerns then please contact your child’s Head of Year or
Form Tutor. Brittons is committed to dealing with all reported incidents of
bullying discreetly and sensitively.
Concerned Parents will be:
Invited into school to talk through in detail what they believe has been
going on.
Reassured that we are taking the matter seriously and that we will inform
them of our investigations and actions.
Reassured that we acknowledge their feelings, whilst not necessarily
agreeing to their demands. “I appreciate how you must be feeling. We
take this type of incident very seriously. Let us investigate what has been
happening and we’ll get back to you as quickly as we can.”
PUPILS
Do not suffer in silence; tell and adult of friend you can confide in. There is
nothing wrong with you; you are not the only victim.
Do not hit back or take matters into your own hands. This could make the
situation worse.
If possible, walk away from the bullying. Do not make a fuss or appear
frightened as this provides free entertainment for the bully.
Avoid situations or areas where bullying is likely to occur.
Stay close to friends or adults in areas where bullying may happen.
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Do not try to buy off with sweets or other presents, and do not give in to
demands for money.
Remember ’telling’ is not wrong.
STAFF ADVICE REGARDING BULLYING
All staff should be vigilant.
All staff should complete the Bullying Log. This should be passed to the Director
of Integrated Services who will record, monitor and analyse statistics.
This form should be completed if you witness an incident or a student reports an
incident to you. NB it is essential that you complete all sections of the form.
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BULLYING AND HARASSMENT FORM
Please use this for to record every issue or incident that involves bullying and harassment in
school.
Date of incident:
Victim(s): Perpetrator(s):
Nature of Incident:
Verbal abuse
Violence
Posting photographs or abusive written messages on internet websites
Texting abusive comments
Location of Incident:
Description of Incident:
Action taken:
Future Action (if appropriate):
Name of person completing the form: ___________________________________________________
Date: ____________________________________________________
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STUDENT LEADERSHIP STRUCTURE
THE BRITTONS ACADEMY PREFECT STRUCTURE
Head Boy and Head Girl
Senior Deputy Head Boy (1)
Senior Deputy Head Girl (1)
Deputy Head Boys (2)
Deputy Head Girls (2)
Senior Prefects (8)
Prefects (40)
RESPONSIBILITIES
HOUSE SYSTEM DUTY TEAM STUDENT SUPPORT
16 House Leaders Team leaders for each 16 Co-Tutors
required duty point
2 overall leaders All prefects on duty Peer Educators
(1 boy & 1 girl)
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Team leaders and Head Persons are to ensure all areas are covered.
OTHER PUPIL ROLES OF RESPONSIBILITY
PEER EDUCATORS
Peer Educators are identified and trained at the end of Year 9 and begin
their roles in Year 10.
The role of the Peer Educator is a responsible one and pupils who take on
these roles are given specific and ongoing training and supervision.
CO-TUTORS
Some Year 9/10 Peer Educators are also selected to become Co-Tutors.
These are pupils who work with Year 7 Forms throughout their first year at our
school. They offer help and advice to pupils and assist members of staff with
regard to administrative tasks.
HOUSE CAPTAINS
The house system is seen as an integral part and complement to the
academic and pastoral systems that operate within the school. On arrival at
Brittons, each pupil is allocated a form, which is, in turn, allocated a house.
The houses are Kestrel, Cheetah, Panther, Tiger, Shark, Eagle, Puma and
Leopard.
There are a variety of sporting competitions throughout the year which allow
pupils to compete for their house. Trophies for subject and competitor
success are awarded at the last assembly of the year, along with merit total
winners in each year group and an overall house champion. Merit totals are
also added at the end of the year to ascertain the overall house champion.
House Captains are elected annually by their house and their main task is to assist in
the organisation of sports day and in the merit totalling system.
SPORTS REPRESENTATIVES
Sports representatives are chosen by the Physical Education staff to assist them with
regard to the organisation of sporting activities.
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THE ROLE OF THE PREFECT
Prefects are expected to:
Set standards for other students to emulate, e.g. to always wear the
correct school uniform, to be polite and well mannered and to be
punctual with regard to attending duty points and lessons.
Assist staff in the day-to-day running of the school at recess and
lunchtimes through various duties assigned to them.
Represent the school at all times including after-school functions, such as
Parents’ Evenings, school concerts, Induction Day etc.
Help staff to ensure the smooth operation of the House system.
Maintain their own area to a high standard.
SELECTION OF THE PREFECTS
All students in Year 10 will be considered for the role of a prefect. The Head
of Year will ask for Form Tutors to nominate students in their form for this role.
A list of all those who have been put forward will then be circulated to all
staff who may make appropriate comments. Staff will be asked to indicate
those who they feel may be a suitable applicant for Head/Deputy Head Boy
and Girl.
The Head of Year and Senior Leadership Team Link Member will then draw up
a final list. Pupils who have not been selected are able to apply for a
position, in writing, to their Head of Year. In addition those wishing to be
considered for a post as Head Boy or Head Girl will also have to apply and
be interviewed.
The number of senior prefects and prefects will depend on the characteristics
of each year group, in the range of:-
1 Head Boy and 1 Head Girl
1 Senior Deputy Head Boy and 1 Senior Deputy Head Girl
2 Deputy Head Boys and 2 Deputy Head Girls
Approximately 8 Senior prefects
Approximately 10 - 15 assistant prefects chosen from Year 9
Approximately 40 prefects in total.
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The Head of Year 9 is also able to choose 10 – 15 assistant prefects who will
work with the year group above in order to aid the annual transition process.
CRITERIA FOR SELECTION INCLUDE:-
High standards of uniform and behaviour and manners which are
constantly maintained.
Provision of a positive role model to the rest of the school.
Attendance (where possible) and punctuality at acceptable levels.
Demonstration of management, team leadership and communication
skills.
THOSE NOT SUCCESSFUL
Any pupil not selected as a prefect may apply, in writing, to the Head of
Year, as outlined below.
Application Process for Those Not Selected
Letters of application should be addressed to the Head of Year and include:-
An outline of reasons why the applicant wants to be a prefect.
A description of skills and past experiences they feel would help them.
PREFECT SYSTEM
Co -Tutors
These pupils assist Form Tutors in various tasks as required. Co-tutors will be
selected in Year 9 and will receive training with the Peer Educators. Two Co-
tutors will be attached to each form for Year 7 classes only. The timetable of
support will depend on the assembly arrangements.
Registration
Prefects involved in Co-Tutoring/mentoring should register first (immediately)
and then visit their attached form or student who is to be monitored.
House System
Prefects are to assist staff with the running of the House system, including
individual events such as Sports Day, Inter-house competitions etc. In
addition, each of the eight houses will have 1 boy and 1 girl as a House
leader. They are responsible, along with the designated member of staff, for
ensuring that all teams are selected and prepared for each competition.
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Expectations
Prefects are to act as good role models. If any student fails to follow
prefects’ instructions, the prefect should politely inform them that their name
will be passed to a member of staff. If instructions are still ignored, the prefect
should contact the nearest member of staff on duty at that time. Persistent
offenders should be reported to a member of the SLT or the student’s Head of
Year. Prefects are not to be rude, abusive, threatening or to manhandle
other students.
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THE BRITTONS ACADEMY
STUDENT COUNCIL CONSTITUTION
Each form elects two form representatives, who become members of the
School Council. They are able to raise any issues that individuals or the whole
form may have. All pupils are also assigned to a house in which they may be
allocated positions of responsibility.
The teacher with responsibility for student voice will liaise with the
Administration Officer regarding the election process for council members
and for the President’s position and other officers. The Administration Officer
will prepare the annual timetable of meetings and agendas throughout the
year. The teacher with responsibility for student voice will attend all meetings.
The School Council Minutes are considered by the school’s Senior Leadership
Team and the Governing Body.
The constitution for the Council is outlined below.
The structure of the Council is as follows.
President
VP
Treasurer Secretary
Management Committee
Year Representatives and Head Boy and Girl
Whole School Council
Year Representatives, Head Boy and Girl
and all Form Representatives
CONSTITUTION OF THE BRITTONS ACADEMY STUDENT COUNCIL
SECTION ONE: THE NAME
The body shall be known as the ‘The Brittons Academy Student Council’.
SECTION TWO: THE OBJECTIVES
1. To allow the opportunity for pupils throughout the school to discuss
internal issues which affect the day-to-day running of the school and its
future policy.
2. To make recommendations to the Principal and Governing Body of
Brittons School regarding those matters considered.
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SECTION THREE: THE CONSTITUTION
1. The Constitution is to be reviewed annually at the first meeting of each
new Council.
2. Amendments must be proposed and seconded and included on the
agenda for any alteration to be made. To be carried, the amendment
must receive a two-thirds majority of all members entitled to vote.
3. In the event of an amendment being carried, a revised edition must be
presented to all interested parties prior to the next scheduled meeting.
4. The President will rule on any dispute regarding the interpretation of the
constitution, subject to the Principal’s veto.
SECTION FOUR: STRUCTURE
1. The Council will operate at three levels:-
o The tutorial group
o The year group
o The school Council
2. Representatives elected by the forms automatically attend the first
council meeting of each term.
3. Year Representatives attend the first council meeting and all
Management Committee Meetings thereafter.
4. Officers of the School Council will be elected annually.
5. All Student Council members will be expected to take part in one of the
following sub committees
1. Teaching and Learning
2. Fundraising
3. Community Links
4. Police
SECTION FIVE: MEETINGS:
1. A minimum of six Tutorial/Year and School Council meetings must be
scheduled for each academic year, taking place at half-termly intervals.
2. An Extraordinary Meeting may be called following a request signed by at
least five members; the date of the meeting is to be decided by the
President. Only matters included in the agenda may be discussed at
such a meeting.
SECTION SIX: MEMBERS AND THEIR RESPONSIBILITIES:
1. Form Representatives
All members of the form are entitled to stand as Form
Representatives.
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One male and one female member of each form group is to be
elected by simple majority to represent their forms on the year
Council. All votes are to be held by secret ballot.
Each member of the form will have two votes. One is to be cast for a
male candidate, the second for a female candidate.
It is the responsibility of the form representatives to organise
discussions for the form to ensure that minutes of meetings are kept.
In cases of dispute, a democratic vote is to be taken. The
representatives have the casting votes.
Except in instances of a free vote, it is expected that representatives
will vote in accordance with the wishes of their form.
It is the responsibility of representatives to ensure their form is informed
of the agenda items in advance, and decisions taken by the Council.
Elections for form representatives will take place for Years 8 to 11 after
the Easter vacation in each academic year. Year 7 representatives
will be elected during the last week in September.
The Form Tutor or their representative will act as arbitrator in case of
dispute and will oversee all deliberations. The Form Tutor may veto
any discussions he/she considers outside the scope of the
constitution. This will include any comment about named students or
members of staff.
2. Year Representatives
All Form Representatives are entitled to stand as Year
Representatives.
One male and one female member of each year group is to be
elected by simple majority to represent their year group at
Management Committee Meetings (which to discuss issues proposed
by Form Representatives at the first meeting of the School Council
each term).
Each member of the year group will have two votes. One vote to be
cast for a male candidate, the second to be cast for a female
candidate.
It is the responsibility of Year Representatives to liaise closely with Form
Representatives on issues discussed and decisions made at
Management Committee Meetings.
3. School Council
(a) In addition to the above, the following are entitled to serve on the
Council with both voting and speaking rights.
(i) Head Boy
(ii) Head Girl
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(b) The following can be invited to attend with speaking rights only.
(i) The Principal/Vice Principal.
(ii) Two members of staff, one male and one female, the first to be
nominated by the Staff Association, the second by the
Principal.
(iii) One member of the Governing Body.
(c) The Principal or his nominee will take over the functions of the Form
Tutor with reference to the Council and may exercise the right of
veto.
SECTION SEVEN: ELECTIONS
1. Candidates
All pupils are entitled to stand for election as Form Representatives.
All members of the School Council, in addition to the Head Boy and
Head Girl are entitled to stand for election as President or Vice
President.
2. Elections
Tutorial groups (see Section 6.1).
The President/Vice President. One male, one female are to be
elected annually from among the members of the School Council to
act as President/Vice President of the Council.
In the event of multiple nominations, each member of the school shall
have two votes in the case of a contested election, one to be cast
for a female and one for a male candidate.
The Principal/Vice Principal will act as Returning Officer for this
election.
SECTION EIGHT: PROCEDURES
1. To convene a School Council meeting, a quorum of 50% of the
membership must be present.
SECTION NINE: OFFICERS OF THE COUNCIL
The officers of the Council shall be:
1. The President and Vice President – (one male and one female) to be
elected annually at the first meeting of each academic year, or upon
the election of a new council. It is the responsibility of the President to
decide the order of the agenda within the provisions of the constitution
and to ‘manage’ all meetings. The President shall have the deciding
vote in the event of a tied vote.
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2. A Minutes Secretary is to be elected annually. He or she is responsible for
taking full minutes and issuing copies to form representatives within one
week of a meeting. He or she is also responsible for preparing Council
agenda and Council newsletter items.
3. A Treasurer is to be elected annually. His or her duties are to keep the
Council fully informed of the financial position of the Council
Only Council members serving under Section Six 3 may be nominated for
election as officer of the council.
SECTION TEN: DEBATING PROCEDURE
A motion must be proposed and seconded. There is no time limit on
speaking, but it is the President’s prerogative to call an address to a close.
Comments must be made through the Chair. Each member, including the
President, possess one vote. A simple majority decides a ballot. Decisions
are final and binding.
SECTION ELEVEN: AGENDUM
All Council members have the right to propose items for the agenda. They
must be handed in writing to the Secretary at least eight days before the
meeting. Except issues provided for within the constitution, e.g. apologies for
absence, review of the minutes of last meeting and any other business, which
are to be included in the agenda of each meeting. Any matters that are not
discussed on an agenda shall be amongst the first items on the following
agenda, unless withdrawn.
SECTION TWELVE: DISSOLUTION
1. The Council has the power to dissolve for re-election if the members feel
that they are not:-
(a) Successfully achieving the council objectives.
(b) Representing the view of the pupils within Brittons School.
Such a motion must be proposed by at least two members, and gain the
support of at least 51% of the Council’s membership. Those councillors
unable to be present may vote in writing. An election must take place
within ten days of dissolution.
2. If 51% of the members of a form pass a vote of no confidence in their
representative(s), new elections must be held.
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SECTION THIRTEEN: VOTE OF NO CONFIDENCE
A vote of No Confidence in the Brittons School Student Council must be
proposed by at least fifty members of the whole school, of which none may
be Council members, and handed to the President in writing. A ballot must
take place within five school days and shall be conducted by the President.
Each student member of the school will have one vote (except Council
members who may not vote, and students absent from school at the time of
the ballot). The motion must secure the support of at least 66% of the votes
cast to be accepted. Following a successful vote of no confidence, the
council shall be dissolved and an election must be held within ten school
days, in which former councillors and representatives may stand as
candidates.
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