Devizes School About Us

Positive Behaviour

Aim

Our aim is that all students are able to work to the best of their ability in a positive environment. Disruptive behaviour damages the learning of the whole class and all members of the school are responsible for maintaining the highest standards of behaviour in the school environment. Rewarding good work and good behaviour engenders a positive attitude to study and school.


Objectives

The positive behaviour policy supports the core purpose of the school and has at its heart a system of rules for good work and behaviour. It has the following objectives:

  • To promote positive behaviour throughout the school.
  • To motivate and encourage students through praise and rewards.
  • To develop self-discipline in students.
  • To create the conditions for an orderly, safe and secure community in which effective learning can take place and in which there is mutual respect among all of its members.
  • To secure a consistent approach to the maintenance of discipline throughout the school.
  • To instil in students high standards of behaviour based on self-respect and respect for the rights of others and their environment, thus enabling them to become valuable members of the adult community.

Disruption Free Learning

It is our expectation that lessons are conducted without disruption, to ensure that all students are able to achieve to the best of their ability. Students have a responsibility to manage their own behaviour in such a way as to not disrupt the learning of others, and to ensure that teachers are able to focus their efforts on teaching lessons which allow students to make good progress. Teachers for their part have a responsibility not to allow individuals to disrupt the learning of others.

If disruption takes place, the member of staff will give the disruptive student a clear verbal (and written) warning and will record this using a Conduct Log. If the student concerned continues to disrupt the learning of others the teacher will send the student to the Isolation Room. The student is expected to arrive promptly to the Isolation Room where they are expected to sit in silence, completing work appropriate to their Key Stage. At some stage during the Isolation room period, the expectation is that the teacher concerned will speak to the student to conduct a restorative conversation to facilitate the student’s eventual return to lessons.

If a student is placed in the Isolation Room, parents will be notified to inform them that this also extends to a one-hour after-school detention, that same day if possible. The member of staff who originally removed the student from class for disruption will contact parents via email or phone.

If a student fails to arrive at the Isolation Room within a reasonable time (5 minutes), they will be Fixed Term Excluded. If a student is disruptive within the Isolation Room, they will be given another warning, and if the disruption continues they will be Fixed Term Excluded from school.

On the rare occasions that more serious behaviour incidents take place, the above process of giving warnings will not be applicable and the Pastoral team and/or Senior Leadership Team will apply sanctions that are appropriate to the incident.


Guidelines and Support Mechanisms

  • A consistent approach by all members of staff is essential to keeping and maintaining acceptable levels of behaviour in the school.
  • The school uses rewards to positively reinforce behaviours expected of all students i.e. attendance, work etc and these can be demonstrated by use of house points, certificates, stickers, assemblies, positive postcards and letters home for example.
  • Communication with parents by the use of student planners, telephone calls, e-mails and letters is essential.

There are clear support mechanisms in place for all students as outlined below:

  • Restorative Practices – these are used to work through issues between students that have an impact on their learning and the school environment.
  • Assemblies are used to reinforce expected standards and to keep these at the forefront of students’ minds
  • Subject support – specific support will be provided.
  • Conduct logs are completed if a student fails to meet the expected standards
  • Pastoral Support Programmes and Common Assessment Frameworks + TAC – these are multi agency meetings which aim to support students , their parents/ carers and the school work together to address identified needs
  • Personalised Curriculum – there are a range of courses available to support students who for a variety of reasons are having difficulty accessing a full time curriculum at school.
  • Physical restraint – this is only used in exceptional circumstances and follows the school’s Physical Intervention and Restraint policy.

Mobile Phones

Mobile phones are not banned in school as many students wish to use them to and from school. However mobile phones are an unnecessary distraction in school and should be switched off at all times whilst at school and kept in the bottom of the student’s school bag. The school will not accept any responsibility for any loss or damage of these often expensive items in school. If a student is found using his/her mobile phone it will be confiscated following the procedure for banned items. If a student refuses to hand over their phone they will spend a day in the Behaviour Improvement Zone and will have an automatic after-school detention that day. Parents will be informed of these actions as soon as possible.

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