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Highlands School Positive Behaviour Policy

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					                                  Highlands School
                              Positive Behaviour Policy

THIS IS A DRAFT POLICY WHICH HAS BEEN APPROVED BY THE CHAIR OF
GOVERNORS PENDING RATIFICATION BY THE NEXT MEETING OF THE
COMMUNITY AND BUSINESS COMMITTEE OF THE GOVERNING BODY(Nov 2010)

Aim

At Highlands School we want to create a positive environment in which everyone can fulfil their individual
potential and develop self esteem. We want high quality teaching and learning in lessons, high quality
relationships and high quality surroundings. The purpose of this policy is to support the aims of the school
community and to ensure that the conduct of all members of the school community is consistent with the
values the school holds both at school and in the wider community. We welcome and actively seek the
support of parents / guardians in educating students to behave in a responsible manner. In the
application of this policy the school will take account of the Disability Discrimination Act.

The rights and responsibilities of schools, pupils and parents in ensuring
an orderly climate for learning

We aim to encourage appropriate and positive behaviour by the acceptance of all adults, students and
parents involved in the school of a common responsibility for maintaining good discipline and promoting
and implementing the school’s ‘Code of Conduct’ and ‘Home School Agreement’. The Code of Conduct is
the guiding document for establishing good behaviour in the school. The Home School Agreement is the
basis for the establishment of a three way partnership between student, parent and school.


Our Code of Conduct.

At all times we will show consideration, tolerance, respect & understanding
                     for all members of our community,
                for our resources and for our environment


                                         AROUND SCHOOL
Structure:
                           I will be respectful and in return I will be given
Aim                          the same level of respect on condition that I:
Rights and Responsibilities
    • Treat each other
School Code of Conduct as we would like to be treated
Ladder of Consequences
    • Respect each others’ cultures and our right to be individuals
Rewards
    • Take a pride in how we look and what our school looks like
Sanctions: after the school buildings and equipment
    • Look
    • Eat and drink in the dining areas
    • Don’t use chewing or bubble gum
    • Keep to the right and not run when moving inside the school building
                                                   IN CLASS
        I will be offered the opportunity to partake in all aspects of class work and be
                   able to express my views and opinions on condition that I:

           •   Listen to others when it is their turn to speak
           •   Listen to the teacher whilst instructions are being given
           •   Do not use terms of abuse, disrespect or bad language
           •   Do not insult or deliberately provoke others

                                               I AM EXPECTED TO:

           •   Come to class on time and if possible to notify my teacher in advance of any reason why I
               need to arrive late or leave early
           •   Be suitably dressed according to the agreed School Uniform Policy
           •   Wait for my classes and enter rooms in a respectful and orderly way
           •   Avoid the unnecessary distraction of other students or teachers
           •   Have the correct equipment, including a pen, pencil, planner, my books if not left with the
               teacher, and homework if is due



               EVERYONE HAS THE RIGHT TO LEARN BUT NO-ONE
               HAS THE RIGHT TO STOP OTHERS FROM LEARNING


Our Home School Agreement

                                                  The Student
I shall:

    •      Attend school regularly and on time
    •      Wear the correct uniform without alterations or additions;
    •      Bring all the equipment and books I need every day;
    •      Use my School Planner to help my personal organisation;
    •      Do my classwork and homework as well as I can;
    •      Support the school’s code of conduct by behaving in an appropriate way;
    •      Be respectful, polite and co-operative to members of staff and other students
    •      Treat with respect school property and that of others.
    •      Agree to abide by the school policy on mobile phones.
                                        The Parents/Guardian

I/we shall:

   •   Work co-operatively with the school to answer any concerns or solve any problems which might
       affect my son/daughter’s behaviour;
   •   Deal with the staff in a polite and respectful way;
   •   See that my son/daughter goes to school regularly, and avoid taking holidays in school time;
   •   See that my son/daughter goes to school on time, in uniform and properly equipped;
   •   Keep the school informed of any concerns or problems which might affect my son/daughter’s work
       or behaviour;
   •   Support the school’s policies and guidelines for behaviour;
   •   Support my son/daughter in homework and other opportunities for home learning;
   •   Attend parents’ evening and discussions about my son/ daughter in order to work with the school
       to ensure his/her progress.
   •   Agree to abide by the school policy on mobile phones.


                                                The School
The school will:

   •   Work hard to ensure that its aims and aspirations become a day to day reality;
   •   Care for your son/daughter’s safety and happiness;
   •   Provide a balanced curriculum and meet the individual needs of your son/daughter;
   •   Keep you regularly informed and consulted about general school matters and about your
       son/daughter’s progress in particular;
   •   Offer a broad curriculum from 11-18 and a wide range of public examination opportunities.
   •   Invite your son/daughter to participate in a wide range of extra curricular opportunities;
   •   Work with you to solve any problems, which could affect your son/daughter’s progress at school.


The Legal Framework

At Highlands School, we are guided by our statutory powers set out in the Education and Inspections Act
2006. In applying the policy, and particularly the sanctions of detention there is an expectation that staff
adopt an approach that is both reasonable and appropriate to the circumstances.
Following the enactment of the Education and Inspections Act 2006 there have been significant changes
to the power of schools to discipline pupils:

In School:
• Schools have a statutory power to discipline pupils for breaches of school rules, failure to follow
instructions or other unacceptable conduct.
• All teachers and other staff in charge of pupils have the power to discipline.
• The head teacher may limit the power to apply particular sanctions to certain staff and/or extend the
power to discipline to adult volunteers.
Outside school premises:
• Schools have a statutory power to regulate the behaviour of pupils when off school premises and not
supervised by school staff.
• Regulation must be reasonable. Schools should be clear about the factors they take into account in
deciding whether a rule or sanction is reasonable.
Confiscation
• Schools can include confiscation of pupils’ property as a disciplinary sanction in their behaviour policy.
• To be lawful, confiscation must be a reasonable sanction in the circumstances of the particular case.
• Decisions about retention and disposal of confiscated property must also be reasonable in the
circumstances of the particular case.
• The Education and Inspections Act 2006 includes a specific statutory defence for school staff who have
reasonably confiscated pupils’ property.
Detention:
• School staff have a statutory power to put pupils aged under 18 in detention after school sessions and
on some weekend and non-teaching days.
• Detentions are lawful if:
• pupils and parents have been informed that the school uses detentions as a sanction; and
• the school gives parents 24 hours’ notice of detentions outside school sessions.



Rewarding Positive Behaviour

At Highlands we believe that a comprehensive system of recognition and reward of positive behaviour and
effort is a pre-requisite for achieving outstanding behaviour. We therefore have in place a wide range of
reward systems that include the following:

   •   Verbal praise
   •   Written praise on work
   •   House points
   •   Acknowledgement at assemblies
   •   Praise Postcards home from individual teachers or Faculties
   •   Telephone home to parents and carers
   •   Notes in planners
   •   Faculty awards
   •   Awards at Achievement Evenings
   •   Headteacher’s award


Behaviour Modification Strategies
The diagram below summarises the range of strategies used in the school to support students to modify
their behaviour:
Sanctions
Sanctions are necessary for pupils who choose from time to time not to follow the School Code of Conduct
and behave inappropriately. At Highlands School we accept that it is our responsibility to support those
pupils so that they can make better behavioural choices in the future. As such all adults and pupils are
expected to use the opportunities provided within the sanctions system to look to resolve the issues that
have led to the inappropriate behaviour.

As much as there is an onus on pupils to take ownership of their behaviour, the school also expects all
adults to maintain a professional approach in managing their own behaviour and in modelling expected
behaviours when intervening and interacting with pupils.
Sanctions are more likely to promote positive behaviour and regular attendance if pupils see them being
applied fairly and consistently.

Adults are further expected to:

• make  clear they are dealing with the behaviour, rather than stigmatising the person;
• avoid early escalation to severe sanctions, reserving them for the most serious or persistent
misbehaviour;
• avoid sanctions becoming cumulative and automatic (sanctions should always take account of individual
needs, age and understanding);
• avoid whole group sanctions that punish the innocent as well as the guilty;
• never issue a sanction that is humiliating or degrading;
• use sanctions in a calm and controlled manner;
• encourage pupils to reflect on the effects of misbehaviour or absence on others in the school community,
as part of everyday teaching and through the “Restorative Justice” opportunities provided.



Sanctions: whole school strategies

Common whole school strategies include:

   Note in student’s planner to inform both parents and tutor of concerns regarding equipment/
   behaviour/ application

   Referral Form (letter template available from staff shared area) should be completed by the subject
   teacher and addressed to the Head of Faculty after a serious incident or repeated misbehaviour (in
   reference with Faculty’s procedures).

   Incident report (letter template available from staff shared area) should be completed by students
   independently after a serious incident and addressed to the relevant Head of House or member of the
   SLT.

   Referral for Racist incident (pink forms are available from the main office) must be completed in
   every case of verbal/ physical racist abuse (template in Staff Handbook folder).

   Call-out for Behaviour Mentor/ Senior Leadership Team, in reference with the Faculty’s
   behaviour management procedures and the Ladder of Consequences.
In The Classroom

The primary responsibility for maintenance of the positive climate for learning in the classroom lies with
the adults within the classroom.
Adults are therefore advised to:

      •   Use the Ladder of Consequences
      •   deal with the issue as it occurs;
      •   make it clear that they are condemning the behaviour not the person;
      •   avoid early escalation to severe sanctions, reserving them for the most serious or persistent
          misbehaviour;
      •   avoid whole group sanctions that punish the innocent as well as the guilty;
      •   avoid humiliating or degrading sanctions;

The following is guidance to classroom teachers on establishing good behaviour in lessons using the
Ladder of Consequences:

Stage 1 – for any offence issue a clear warning giving the student their first and final warning. This is not
open to discussion in any way.

Stage 2 – If the same offence or other offence is committed by the same student a 30 minute teacher
detention is issued

Stage 3 – If the student offends again then a Faculty call out is made with a 60 minute Faculty Detention
being issued (Stage 2 can be omitted for more serious offences).

Stage 4 – For the most serious offences that might lead to a whole school sanction, a Senior Team call
out is made. This can also be used if there is no response to a Faculty call out.
Outside The Classroom
It is the responsibility of all staff to ensure that the school’s behaviour policy is consistently
applied. This responsibility applies before school, between lessons, during morning break, lunch
and after school. Students on their way to school from home or on their way back home from
school (all times when in Highlands uniform) are ambassadors of the school. At all times students
are representing the school and are responsible for reputation of the school. Poor behaviour
during any of these times will be challenged and appropriate sanction issued.

Any of the following sanctions may be used in school as appropriate for misbehaviour inside
or outside the classroom:
• Verbal reprimand or warning
• Detentions at Break, lunchtime or after school. Children may be detained for up to 20 minutes at the
   end of the school day without prior notice. For longer detentions at least 24 hours notice must be
   given.
• Compulsory service to the school and/or its community including Saturday detentions
• Withdrawal of privileges
• Removal from a lesson/s
• The setting of additional work tasks
• Referral to Behavioural Mentor
• Being on report in lessons and/or social times
• Removal by Senior Leadership Team (SLT)/Behaviour team on call
• Internal Exclusion
• Fixed term exclusion
• Permanent exclusion
Detentions

School staff have a statutory power to put pupils aged under 18 in detention after school sessions and on
some weekend and non-teaching days.
Detentions are lawful if:
   • pupils and parents have been informed that the school uses detentions as a sanction; and
   • the school gives parents 24 hours’ notice of detentions outside school sessions.

Detentions can be issued by any member of staff at Highlands.

This policy makes it clear that Highlands school will use detentions as a sanction and that for any
detention over 20 minutes at the end of the school day at least 24 hours notice will be given. Parents will
be notified of a detention through the issuing of a detention slip or through a note in the pupil planner. It
is the responsibility of the pupil to bring these to the attention of the parent or carer.

Subject Teacher detentions – issued and supervised by the class
teacher

Faculty detentions – issued by class teacher or Head of Faculty and
supervised by Faculty staff

House detentions – issued by any member of staff for offences outside
of the classroom.
    Examples of infringements that would warrant a House detention are:
    Incorrect uniform
    Inappropriate behaviour in the corridors
    Rudeness to staff (all staff)
    Refusal to follow instructions
    Disrupting a lesson other than their own


Senior Leadership Team detentions (SLT) detentions – issued by Heads of Faculty/House/Year for
non attendance at Faculty/House detention, Behaviour Team of members or SLT for serious offences.
Supervised by a member of SLT.

Community Debt (Saturday) detentions – issued by Heads of House/Year Behaviour Team or
member of SLT for offences against the school community e.g. vandalism, theft, offensive language in
public.

Late Detentions – these will be set in line with our Punctuality Policy (Appendix D). The aim of
Highlands School’s Punctuality policy is to promote and support positive learning behaviour and readiness
for learning and greater responsibility for being “in the right place at the right time”



Mobile Phones
The following apply to mobile phones in school:
All students bringing a mobile phone in school should have completed and handed in a completed
permission slip. (Appendix B)

Mobiles must not be seen or used in lessons. Any students with a mobile in a lesson will have it
Confiscated. It may be collected that evening from the school office 20 minutes (3.45pm) after the end of
school.

A second confiscation of the phone from the same student will result in an outright ban on bring the
mobile phone to school.

The school accepts no liability for loss of or damage to the phone while on school premises or at any
activity organised by the School. The phone is, at all times, the responsibility of the student.
Repeated misuse of a mobile phone in school will result in confiscation with a request to a parent to
collect the phone, rather than the school return it to the student.

Where offensive or bullying text messages or voice mails have been sent to other students in school,
the phone of the offender will be confiscated and returned to a parent. Please note that offensive
messages may be recorded. These would be handed to the police if the offence was subject to police
investigation.
Students without a signed permission slip will have their phone confiscated


Targets (Report booklets)

The following target (report booklets) are used as a strategy aid to monitor and help correct behaviour:

        Colour             Issued By             Issued For               Report To
Subject (Various)     Subject                Concerns about         HOF
                      teacher/HOF            performance in
                                             subject.
White                 Tutor                  At request by          Tutor
                                             student to improve
                                             on own performance
                                             at school.
Green                 Tutor/HOH/Y            Concern about          Tutor
                                             Academic
                                             underachievement
                                             Concern about
                                             behaviour and
                                             approach to work.
Yellow                HOH/Y                  Failing to correct     HOH/Y
                                             concerns whilst on
                                             Green report.
Red                   HOH/Y                  Failing to correct     SLT
                                             concerns whilst on
                                             yellow. At risk of
                                             exclusion
Internal Exclusion

The Internal Exclusion Room is a sanction available to school which may be used as an alternative to
external exclusion. It is a room designed as a sanction to house internally excluded students to deter
them from behaviour that disrupts the learning of themselves and others and is part of the Behaviour
Support Team’s activities which are managed by the BST manager.

Its purpose is to allow students to:
    • reflect on their behaviour
    • catch up with work
    • act as a deterrent

It can also be used as a holding facility for students who are pending investigation into more serious
incidents.

The internal exclusion room (IER) is LO2 and is situated in the MFL corridor. The room has 6 separate
workstations with wireless internet access.
External Exclusions


Fixed Term

Examples of Actions That Would Normally Lead To Fixed Term Exclusion
As a school we hold that the most important right is to be secure at all times. Behaviour likely to
undermine that security is consequently regarded as a serious breach of discipline.
The following offences are totally unacceptable and warrant an automatic sanction, normally
exclusion for a fixed period of time.

•    Serious bullying (including racial or sexual harassment or homophobia (serious as recorded
     in the sanctions system)
•   Swearing at a member of staff
•   Threatening behaviour
•   Violence towards another pupil
•   Possession of illegal substances
•   Deliberate damage to property
•   Theft
•   Actions that put the health and safety of any other member of the school community at risk
•   Repeated disruption to teaching and learning
•   Repeated refusal to obey reasonable instructions thus challenging and undermining the
    authority of staff


Permanent Exclusion

Examples of Actions That Would Normally Lead To Permanent Exclusion
•   Persistent bullying including racial or sexual harassment or homophobia (persistent as
    recorded in the sanctions system)
•   Actual or threatened violence against a member of staff
•   Serious actual or threatened violence against another pupil
•   Sexual abuse
•   Dealing in illegal substances
•   Second offence of possession of illegal substances
•   Possession of an item that could be used as an offensive weapon such as a knife
•   Persistent violence towards pupils
•   Actions that put the health and safety of any other member of the school community at
    serious risk
•   Persistent and malicious disruptive behaviour, including open defiance or refusal to conform
    with agreed school policies.
•   Repeated breaches of the school code of conduct. These should be documented through the
    sanctions system and are likely to be after the student has been on a Pastoral Support
    Programme and there has been no improvement.

The above lists are not exhaustive and other offences may lead to exclusion.
Uniform

All students are expected to wear uniform in line with uniform Policy (Appendix E)

Uniform Desk
At morning registration, any pupil out of uniform, EVEN IF THEY HAVE A NOTE, is sent to a desk which
will be set up in the school entrance, which will be staffed by two duty members of staff.

A record will be made of all pupils out of uniform.

The following action will be followed:

If pupils have a note and the duty member of staff accepts this reason, a uniform pass for the day will be
given to the student. A sticker will be put in their planner and signed. A record is made on the
spreadsheet

If the pupil does not have a note or this is the first occurrence during the term, a letter is sent home
(through the school office) and a sticker will be put in their planner and signed. A record is made on the
spreadsheet. They will be issued with a detention slip.

Serious breaches of uniform may be dealt with by the member of Senior Leadership Team on call.


Pastoral Support Plans

Pastoral Support Plans are constructed by pastoral staff for any student who has had multiple exclusions
from school, in order to ensure that every available strategy has been considered. A copy of the PSP pro
forma is at Appendix A.




Monitoring and Evaluation of This Policy

This policy was last reviewed on

The policy is due to be reviewed again by
Appendix A

Pastoral Support Plan




             Highlands School

Student Name:

D.O.B.

Tutor Group:


Address:

Parent Guardian:

                        Pastoral
                        Support
                          Plan
HEAD OF HOUSE / YEAR




NAME OF PUPIL
                             TUTOR GROUP

PSP SET UP DATE              REVIEW DATE




  REASON FOR PSP                BRIEF DETAILS

ONE OR MORE RECENT       *
EXCLUSION




PARENTAL CONCERNS        *




SCHOOL CONCERNS




OTHER (PLEASE SPECIFY)   *
                     Strategies To Be Considered (Initial
             Possible Action                Decision   Reason for   Action Required   Action By   Deadline
                                            Y/N/NA      decision
Engaging with parents




Change of teaching set / class




Alternative curriculum at KS4, including
attendance at FE college or alternative
provision



Temporary placement in Internal
 Exclusion Room




Referral to School Counsellor




Referral to Behaviour Support Team




Temporary or part-time placement in a
 Pupil Referral Unit



Consideration by the Special Educational
 Needs Co-ordinator (SENCO), with
 colleagues, of possible interventions
 within the school

Statutory Assessment of Special
 Educational Needs, including possible
 placement in a special school

Allocation of a key worker such as a
 Learning Mentor, Connexions Personal
 Adviser, Education Welfare Officer or
 member of a Behaviour and Education
 Support Team

Referral to a specific support service,
such as the Education Welfare Service,
Children's Services or the Child and
Adolescent Mental Health Service

A managed move to another school,
 with the consent of all parties involved



Other
                                    Review of Previous PSP
Date .........................
                        Actions                              Impact




          Possible Further Action Required       Action By            Deadline




AGREED BY:



PUPIL………………………………………………………………………………….

PARENT………………………………………………………………………………

SCHOOL………………………………………………………………………………

DATE………………………………………………………………………...
Appendix B
Mobile Phones
Appendix C
Anti Bullying Policy




                     HIGHLANDS SCHOOL
                     ANTI-BULLYING POLICY
                     Summer 2009




Contents

   1)    Introduction
   2)    What to do if you or someone you know is being bullied
   3)    Anti-bullying mission statement
   4)    Law and guidance
   5)    Definition of bullying and types of bullying
   6)    Whole School Procedure for dealing with bullying
   7)    Staff guidance for specific types of bullying
   8)    Staff Training
   9)    Dissemination of the policy
   10)   Monitoring and review
   11)   Policy Formation and Consultation

   1. Introduction

Highlands school is a mixed, inclusive, community, comprehensive school for students aged 11 – 18 years. It is
within this whole school philosophy and background that the school anti-bullying policy has been developed.
From our mission statement…



“We believe that all members of our school community are to be valued equally and will have opportunities

to succeed whatever their religion, gender, ethnic origin, cultural background, abilities, disabilities and

needs”




“We believe that our school should provide a nurturing, caring social environment in which the rights and

views of all members are heard, valued and respected and in which students are supported in their complete

development as young adults.”
2. What to do if you or someone you know is being bullied

If you are a pupil when someone is making you feel bad on more than one occasion you must tell on them;

    •   Tell the Teacher or Classroom Assistant in the room at the time of the incident, or
    •   Tell to your Form Tutor, Form Captain or Head of House at the next appropriate opportunity and time,
        or
     • Tell someone that you are confident in speaking to such as a member of your Student Leadership
        Team, Prefect or Peer Mentor
If you are an adult you can confidentially share you concerns about a young person known to you by;

    •   Dialogue with their Form Tutor if known to you by calling the schools contact number on 020 8370
        1100, or
    •   In writing to the pupils Pastoral Head of House via our website; www.highlands.enfield.sch.uk/contact



3. Anti-bullying mission statement

Highlands School is committed to ensuring that all students are able to learn in a supportive, caring and safe
environment without the fear of being bullied. Bullying is an anti-social behaviour and affects everyone; it is
unacceptable and will not be tolerated at Highlands School. If bullying does occur, all pupils should know who to tell
and know that incidents will be dealt with promptly and effectively.

By having clear policies on vital issues such as behaviour and anti-bullying we aim to create a safe climate

where

    •   emotional health and well being can flourish
    •   children can learn well and achieve their potential free from intimidation
    •   reduce incidences and address the fear of bullying

4. Law and Guidance

Since September 1999 schools have had a legal duty to take measures to prevent all forms of bullying.             It is

statutory to have a behaviour policy including bullying.

In September 2007 The DCSF launched Safe to Learn: embedding anti-bullying work in schools” guidance,

which is the new over-arching anti-bullying guidance for schools. The Safe to Learn package of guidance

also includes specialist advice on cyber-bullying and homophobic bullying, as well as the existing guidance

on tackling bullying related to race, religion and culture which was issued in 2006. Guidance on tackling the

bullying of children with SEN and disabilities will be issued next year.

The DCSF have also produced:




    •   Do not Suffer in Silence Pack and Guidance
    •    Promoting Mental Health within Early Years and School Settings
    •    Social, Emotional, Behavioural skills (SEBS) materials
    •    KS3 Behaviour and Attendance strategy
                                                                                 th
    •    Beat the bully -Anti –Bullying packs for Anti-Bullying week Nov 22nd-26



We have signed up to the anti bullying charter:

http://www.teachernet.gov.uk/docbank/index.cfm?id=11912




Highlands School aims to maintain its policy in line with the latest guidance from the DCSF on this important

issue.




5. Definition of bullying and types of bullying
What Is Bullying?

“Bullying is deliberately hurtful behaviour repeated often over a period of time or on isolated occasions, where
somebody deliberately intimidates or harasses another”.

Bullying can be:

• Emotional…                being unfriendly, excluding, tormenting (e.g. hiding books,
                            threatening gestures, spreading rumours.)
• Physical…                 pushing, kicking, hitting, punching or any use of violence
• Racist …                  racial taunts, graffiti, gestures
• Sexual…                   unwanted physical contact or suggstive/sexually abusive comments
• Homophobic…               because of, or focussing on the issue of sexuality
• Verbal…                   name-calling, sarcasm, spreading rumours, teasing
• Cyber…                    All areas of internet, such as email & internet chat room misuse. Mobile threats by text
                            messaging & calls. Misuse of associated Technology i.e. camera or video facilities.


6. Procedures for dealing with bullying
We expect every member of staff to challenge bullying behaviour at our school. The school will react firmly and
promptly where bullying is identified. A range of strategies is available to staff, according to the nature of the
behaviour and incident.
Following referral for bullying the school’s Pastoral Staff and Senior Management Team have the following
procedures in place:

Investigate the situation by talking to all the
•   children involved
•   witnesses
•   staff members

Record Evidence – as appropriate in oral, written or picture (CCTV) form, the situation from
• children involved using blue incident report forms or pink racist incident forms
• witnesses involved using blue incident forms

Respond – to the bully by
•   Ensuring that they recognise, own, and reflect on their behaviour/s and how it affects others
•   Applying appropriate sanctions e.g. House detention or Community service
•   Guiding, supporting, advising and offering them strategies to change their behaviour including time with the
    behaviour mentor.
•   Insisting that they take responsibility for their actions and help them to actively make amends through community
    service
•   Involving parents in any incident of bullying as appropriate.
•   Involving outside agencies when necessary

Respond to the child who is bullied, hurt or upset by
• Actively listening to the child
• Offering support and strategies to deal with unwanted behaviours
• Protecting the child and ensuring their safety as and when necessary
• Involving parents in any incident of bullying as appropriate.
• Involving outside agencies to support the child as appropriate

Respond to the situation and prevent other situations by providing a foundation for children to explore issues through
the curriculum.

Review – the situation with
• Children involved
• Parents and others as appropriate

N.B
All staff must liaise with Form Tutors or Head of House before contacting home regarding bullying issues.

If further intervention is required the school’s staff are to refer the incident on to Head of House who will pursue a
suitable course of action depending upon the needs of the case, which could include referral to
      • a member of Senior Leadership Team including the Head Teacher
      • convene a ‘Restorative Justice’ meeting with all protagonists led by a member of Senior Staff
      • an officer of the Metropolitan Police’s Safer Neighbourhoods Team
      • an appropriate member of staff from the Enfield Borough Pupil Referral Unit


7. Guidance about dealing with specific types of bullying
Given the diverse nature of types of bullying it is very difficult to include explicit reference to all the different types
and do them all justice. Schools are already aware of their rights and responsibilities in relation to racial bullying,
verbal, physical and emotional bullying. However there are three very specific types of bullying (Cyber-bullying,
homophobic bullying, and sexual bullying) that have more specific issues that need to be addressed within this policy
so that the school community can gain a deeper understanding of these types of bullying than they have previously.

        Cyber bullying
        Cyber bullying is the use of information communications technology (ICT), particularly mobile phones and
        the internet, deliberately to upset someone else. Hurtful messages may be received at home as well as
        school, by text and email, and insulting statements and photos taking by digital cameras or mobiles may be
        spread to a very large community of users via email and websites, especially social networking sites. A
        victim may be “set up” with a plan to take and distribute an embarrassing photo. One may not even find out
        the name of an electronic bully. Chat rooms may be frequented by people with fake identities, some of whom
        know the victim and try to trap him/her. Others may be strangers – even paedophiles. Cyber bullying is most
        commonly student to student, but may also concern student to teacher bullying.

        N.B. We require students to sign an Acceptable Use Contract covering all aspects of use and misuse of the
        school computer network, which would thus include cyber bullying.

        The victim should be advised to save and write down all previous incidents and record new ones, but not to
        reply to the messages. Any electronic equipment used in cases of Cyber Bullying will be confiscated and
        used as evidence until further notice from the Head Teacher. Punishment could include denial of internet
        access.

        Some forms of cyber bullying may actually break the laws against harassment and malicious
        communications, which staff should point out to students. If the cyber-bullying is occurring out of school-the
        parents are advised to contact the relevant authorities who will in turn attempt to trace senders of insulting
        text messages and emails, and it is possible to report the incident to the network provider and get
        unflattering statements and videos taken off websites. Students will also be taught in PSHE lessons about
        the unacceptability of cyber-bullying.

        Homophobic bullying
        Homophobic bullying occurs when bullying is motivated by a prejudice against lesbian, gay or bisexual
        people.

        Who experiences homophobic bullying?
        • Young people who are lesbian, gay or bisexual.
        • Young people who are thought to be lesbian, gay or bisexual.
        • Young people who are different in some way – they may not act like the other boys or girls.
        • Young people who have gay friends, or family, or their parents are gay.
        • Teachers and school staff who may or may not be lesbian, gay or bisexual.

        As a school we agree that homophobic bullying is wrong and will not be tolerated. This message will be
        clearly spelt out to students and incidences of homophobic bullying will be dealt with in exactly the same way
        as other types of bullying.

        Casual homophobic language is common in schools but, if it is not challenged, pupils may think that
        homophobic bullying is acceptable. It is therefore important to challenge homophobic language when it
        occurs:
        • Ensure that pupils know that homophobic language will not be tolerated at Highlands School.
        • When an incident occurs, pupils should be informed that homophobic language is offensive, and will not be
        tolerated.
        • If a pupil continues to make homophobic remarks, explain in detail the effects that homophobic bullying has
        on people.
        • If a pupil makes persistent remarks, they should be removed from the classroom and teachers and staff
        should talk to him or her in more detail about why their comments are unacceptable.
        • If the problem persists, involve SLT. The pupil should be made to understand the sanctions that will apply if
        they continue to use homophobic language.
        • If appropriate the parents/carers to school to discuss the attitudes of the pupil.

        The issue of homophobia will be discussed within specific curriculum opportunities including form time,
        assemblies and PSHE lessons.

        Sexual bullying

        Both genders can be subjected to sexual bullying, led by either gender. A case of proven sexual assault is
        likely to lead to the fixed term exclusion of the perpetrator and the intervention of the Metropolitan Police. In
        general, sexual bullying is characterized by:

        •     Abusive name calling
        •     Looks and comments about appearance, attractiveness, emerging puberty
        •     Inappropriate and uninvited touching
        •     Sexual innuendoes and propositions
        •     Pornographic material, graffiti with sexual content
        •     In its most extreme form, sexual assault or rape

8. Staff Training
All Highlands School staff are trained to use the processes for dealing with bullying. The staff training needs will be
reviewed regularly, in consultation with the staff concerned. Training will be delivered either by staff within the school
or by external trainers on INSET days or as part of Pastoral meeting schedule.

9. Dissemination of the policy
A copy of the policy will be made available to all staff and Governors. Additional copies will also be made available in
the school office and on the school website.
10. Monitoring and review
To monitor the effectiveness of the schools provision pupils will be required to complete a survey to demonstrate
trends or patterns in bullying behaviour not only in but also outside the school.

To that effect the findings of various exercises designed to ‘snapshot’ pupils’ feelings about not only the nature of
bullying behaviours but also the impact of staff intervention.

To gain insight into the perception of our local community – specifically the views of pupils from our “feeder
primary’s” a conference of school councils was held at Highlands to establish the exact locations where the pupils
feel safe or unsafe.

Furthermore pupils are annually surveyed using the PASS system, whilst not intended to show data on bullying
behaviour it does reflect pupils’ own perception of school and their whole school experience and thus can be used as
an indicator of health and well being.

This policy will also be reviewed bi-annually with governors, staff, students and parents.

11. Policy Formation and Consultation
The Anti-Bullying policy was formulated in line with the DFES Safe to Learn: embedding anti-bullying work

in schools (Sept 2007), Advice from the Anti-bullying Forum, and Enfield LEA. The governing body, parents

and students will regularly be involved in reviewing the school Anti Bullying policy.


Date of Policy: June 2009

Date of Review:

Date for next Review: September 2011
Appendix 1
Anti-Bullying support strategies in place at Highlands School
This diagram shows the overview of support strategies available to the representatives of the school, parents,
outside agencies, victims of bullying and the perceived bullies themselves - but is by no means exhaustive. It
includes structured curriculum activities carried out in classrooms across the population of the school
Appendix D
                      Highlands School - Punctuality Policy


Aims

The 2009 working party on Punctuality has identified the link in Y9, Y10 and Y11 between a poor record
of Punctuality to School/ Form Time and Lessons, and underachievement


The aim of Highlands School’s Punctuality policy is to promote and support


   1- Among students
           a. Positive learning behaviour and readiness for learning
           b. Greater responsibility for being “in the right place at the right time”
   2- Among staff
           a. A sense of collective responsibility in the creation of a culture of readiness for learning
               among students
           b. A greater understanding of the individual teacher and tutor’s accountability for the
               monitoring of students’ punctuality and implementation of sanctions and interventions
           c. A greater understanding of the role of the Head of House in monitoring, coordinating and
               evaluating intervention strategies in support of students’ Punctuality


The Punctuality policy’s 3 main parts identify and detail key people (including new support staff from the
Behaviour Team) and key steps/ sanctions involved in securing:
                       Prevention
                       Policing & Sanctions
                       Monitoring & Interventions


Prevention for Punctuality: Key people & steps


   1. Parents will be informed of the Punctuality policy which makes the school’s expectations explicit
       with regard to students’ time keeping, management of equipment/ uniform and access to toilets
       between lessons.
   2. Parents will be kept regularly informed about their child’s punctuality to both school and lessons:
           a. A Messenger text will inform them of their child having arrived late to school
           b. Interim Reports will inform them of their child’s punctuality to AM/PM registrations
       c. Interim Reports will inform them if their child is late to some subject’s lessons


3. Form Tutors will deliver at the start of every Academic Year, in each Year, an Induction
   Programme on the topic of “Readiness to Lessons”, which will reiterate that:
       a. Students are advised to carry a pocket or wrist watch, part of the development of their
           work and life skills. Mobile phones, which must be kept switched off during lessons, might
           not be suitable.
       b. Access to lockers is not permitted between lessons, as students are expected:
             To be in full school uniform by 8.40 am
             To be equipped for each of their 1 to 2 lessons between breaks (including PE kit).
       c. Access to Toilets in Form / Lesson time will be restricted: Toilets in the main corridors will
           be locked in form and lesson time –opened at break and Periods 5 and 6. For emergencies,
           students will report to reception and sign in to obtain a key. Medical cards will continue to
           be used to allow students to leave lessons.


4. The Senior Leader on duty will ensure, with the Behaviour and Duty Teams, that
       a. A 10 minutes notice bell or whistle is sounded outside and respected
       b. The 5 minutes notice bell is respected in the canteen and toilets
       c. In the first 10 minutes of any form or teaching period
             Main corridors are “swept and checked”
             Toilets are checked and locked
             Vending and Smart Cards machines are switched off at 10:45 and 14:05


5. Heads of Faculty will support punctuality in their curriculum area directing their team as
   appropriate, to help ensure all students have started their lesson within the first 10 minutes


6. Teachers, Tutors, Cover and Support staff will take responsibility for ensuring that
       a. Students are promptly allowed in and orderly settled into classrooms
       b. Students arriving more than 5 minutes into the lesson are registered late
       c. No student late to school (i.e. not yet registered as present) is admitted to lesson without
           their “Late to School” notice issued by the school’s Assistant Behaviour Support Manager-
           for any student arriving late without a slip teachers will complete a “Late to school slip”
           which will be collected before the end of period 2.
           d. Electronic registers are closed within the first 15 minutes of the form or lesson period. A
                paper register is used in emergency (technical problem, external cover) and sent to
                reception for information and temporary storage
           e. An SLT call-out is placed for students previously registered but missing from the lesson
           f.   No Toilets pass is issued after morning registration, break time or lunch
           g. Signed, dated and timed planner or slip is carried by student if allowed out of the lesson/
                support activity/ meeting




Policing of Punctuality: Key people, steps & sanctions


  I. Punctuality to school


       1- The Assistant Behaviour Support Manager will ensure that, when a student arrives after
           8.45 am
           a. The student signs in
           b. A Messenger text is sent to the parents to inform them
           c. A Late to School notice & detention slip is issued, stating:


“Your child was late to school today and is expected to attend at 8.15 am tomorrow morning for a 30
minutes-AM Punctuality Detention in the school’s Main Hall with the Assistant Behaviour Support Manager.
Failure to attend would trigger a 60 minutes-PM Punctuality Detention next Thursday at 3.25 pm in the
school’s canteen with the Assistant Behaviour Support Manager. Further lateness to school would result in
a Senior Leadership Team (SLT) Detention next Friday and a formal Attendance & Punctuality review by
your child’s Tutor with yourself to discuss their lateness.”


       2- The Assistant Behaviour Support Manager
           a. Will refer, for information to the Form Tutor and Head of House, individual students who
                failed to attend their Punctuality detentions and have been issued with an SLT Detention
           b. Will keep a record of AM and PM Punctuality detentions issued and attended, and
                communicate it weekly to the Pastoral Leadership team


 II. Punctuality to lessons or form time
     1- The Assistant Behaviour Support Manager will monitor school’s grounds and corridors
         during lessons, challenge any student not in lesson for a permission slip and escort them (back)
         to their lesson if appropriate, and inform the teacher that the student was found out of lesson
         without authorisation


     2- The Assistant Behaviour Support Manager will issue an SLT Detention to students found
         to be missing from lessons after the first 15 minutes (i.e. Call-out situation)


     3- Teachers, Tutors and Cover staff will take responsibility for ensuring that
         a. A Faculty detention is issued to students who arrive late to their lesson/ meeting
         b. A House detention is issued to students who arrive late to their form time
         c. A Call-out is placed where students are missing after the first 15 minutes




Monitoring of Punctuality: Key people & interventions

     1- Tutors will take responsibility for checking their Tutees’ overall punctuality record every two
         weeks (Week A and Week B) and, where an overall patchy picture appears across the
         curriculum, they will:
         a. Implement specific and appropriate intervention strategy: Tutor or House Detention, Tutor
             Green Target Report, Home contact, up to a formal interview with parents –and if
             appropriate EWO
         b. Refer for further intervention to their Head of House at the end of the Half-Term, any
             student who fails to respond to Tutor’s intervention strategies as listed above


     2- Tutors will refer to their Head of House, who will inform the relevant Head of Faculty for
         appropriate investigation and intervention, any concerns regarding:
         a. Patchy punctuality or attendance to specific lessons
         b. Lesson registers which are missing, incomplete or inaccurate


     3- Teachers will refer to their Head of Faculty, at the end of each half-term, on-going concerns
         regarding punctuality and inform parents with the appropriate Application Comment (Poor
         Punctuality to Lessons). They will take appropriate action in consultation with their Head of
         Faculty.
4-    Heads of Faculty will help ensure that, if appropriate:
     a. Subject registers are taken in accordance with the Punctuality policy
     b. Curriculum content and Teaching strategies support motivation and engagement
     c. Faculty detentions for lateness to lessons are monitored


5-    Heads of House will ensure that:
     a. Interventions are in place and monitored where an SLT Detention has been set for
         Punctuality to school
     b. Interventions are in place and monitored where a concern for overall Punctuality or
         Punctuality to school has been highlighted by SLT Detention records, Tutor monitoring
         and/or Interim reports (e.g. Head of House Yellow report, PSP, CP Officer, Multi-agencies
         meeting/ EWO etc. as appropriate)
     c. The Extended Leadership Team has access to a central record of students whose overall
         Attendance/ Punctuality is being addressed and monitored


6- Heads of Faculty and Heads of House will report any recurring concerns with Registers and
     Punctuality, and lack of response to their intervention strategies to their direct Line Manager.
 Appendix E

UNIFORM POLICY

Set out below are our requirements for the wearing of school uniform


                  HIGHLANDS SCHOOL UNIFORM (as on the website)
                             Girls                                                         Boys
Black shoes (not trainers or boots)                          Black shoes (not trainers or boots)
White or black socks or plain black tights                   Black socks
Plain green skirt or black trousers                          Plain black trousers
(no jean style trousers)                                     (no jean style trousers)
White school shirt or blouse                                 White school shirt
(long or short sleeves)                                      (with collar, long or short sleeves)
                                                             School tie (with student’s house colour) Done up to the
                                                             neck with five stripes showing
Green blazer (with school badge)                             Green blazer (with school badge)
V necked green jumper                                        V necked green jumper
Discrete jewellery – single ear stud, religious symbols to   Discrete jewellery – single ear stud, religious symbols to
worn inside shirt . No piercings other than ear.             worn inside shirt. No piercings other than ear.

Subtle makeup but no nail varnish or false nails
Tights must be neutral or black
 Headscarves worn for religious reasons should be black / green.

 Blazers must be worn at all times in the school building unless otherwise advised by the Headteacher.



Failure of students to comply with wearing the correct school uniform as shown above will result
in a 30 minute house detention with persistent offences escalating to internal exclusion with a
request from form tutors to meet with parents. Some situations may result in students being
sent home to change.

We would also like to point out additional issues which contravene the rules and which will, again
therefore, result in the same consequences as outlined above:

The following are NOT permitted:

    •    Blazer sleeves rolled up
    •    Shirts unbuttoned (Ties must be neatly knotted right up to the neck)
    •    Coloured t-shirts under their white shirt (a white non visible t-shirt is permissible)
    •    A ‘coloured’ belt to hold trousers up (only black permitted but not statutory)
    •    Plimsolls or trainers of any kind
    •    Various coloured shoes or shoes with brightly/different coloured laces (only black
         permitted)
    •    Extreme hair styles/ – this includes: Extreme hair colours, shavings, tracks etc. (Eyebrows
         may not be shaved or have tracks)
   •   No visual piercings other than a single ear piercing (or plasters covering them)
       are allowed in school and would have to be removed immediately.


Additionally, girls may NOT wear:

   •   Extreme makeup
   •   Nail extensions/extreme coloured nail varnish
   •   Very short skirts – They must be worn modestly, just above the knee.
   •   Inappropriate trousers which are too tight/stretch style or jeans-related – They must be a
       traditional tailored style

The following items will be subject to immediate confiscation:

   •   Jewellery of any kind other than (optional) a small, single religious symbol tucked inside
       shirts and 1 pair of small studs
   •   ** Visible Ipod/mobile headphones
   •   ** Mobile phones switched on or visible during lessons, in the library or in assembly

** Please note these items must not be used or be visible inside of the school building other than
in the canteen during break time and lunch and will be confiscated on the spot and returned at
the end of the day (or week if repeatedly offending)

				
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