SEVERE SANCTIONS MODERATE SANCTIONS SUPPORT Pupil for e.g. who almost never chooses INTERVENTIONS Pupil for e.g. who very rarely MILD SANCTIONS to: chooses to: Pupil for e.g. who rarely Listen Pupils who have been chooses to: Listen identified as having significant Follow instructions difficulty in maintaining Listen Follow instructions effective learning behaviours will receive targeted support Follow instructions through one or more of the Low Frequency Sanctions Medium Frequency Sanctions High Frequency Sanctions following interventions. Class The look, name and Note in dairy Arranged recorded time out of class with Targets will be tracked, appropriate hand signal another member of staff – max 10 mins Extra work to complement or teacher monitored and reviewed. (***) Quiet conversation reinforce current studies Outcomes will be monitored and the effectiveness of the Referral to Head of Year/Dept. Rule reminder Break/lunch detention strategies evaluated Verbal warning Moved seat Learning Behaviour Support Head of Quiet conversation Telephone call home Placed in internal suspension for a set Sheet (CoP; stage 1) period of time Year/ Rule reminder After school detention Pink Behaviour Support (Wednesday/ Thursday) Parent interview with class teacher in Break/lunch detention Dept. Sheet (SEN CoP: stage 2) attendance as appropriate Risk Reduction Plan Restriction of access to extra-curricular activities for a set period Referral to Vice Principal Principal/ Blue Behaviour Support Quiet conversation Placed in internal suspension for Permanent withdrawal of privilege Sheet (SEN CoP: stage 3) a set period of time Rule reminder Suspension by Principal VP External support agencies Parent interview Break/lunch detention Expulsion e.g. Ed. Psych. Referral to Principal Telephone call home Risk Reduction Plan Staff will: Give appropriate consideration to individual circumstances before applying sanctions – E.g. behaviour arising from a ‘statemented’ condition such as Asperger’s, ADHD; family circumstances etc. as appropriate. Through dialogue/conversation promote reflection and restoration. Record, track and monitor sanctions. The information generated will be used by HOY to identify pupils who in consult6ation with the SENCo would benefit from early intervention Seek to reduce unacceptable behaviours by implementing and monitoring appropriate support interventions e.g. Support Sheet, Individual Behaviour Plan (Pink/Blue Behaviour Support sheets) and/or Risk Reduction Plan where appropriate.
MILD SANCTIONS Pupil for e.g. who rarely chooses to: Listen Follow instructions MODERATE SANCTIONS Pupil for e.g. who very rarely chooses to: Listen Follow instructions SEVERE SANCTIONS Pupil for e.g. who almost never chooses to: Listen Follow instructions SUPPORT INTERVENTIONS Pupils who have been identified as having significant difficulty in maintaining effective learning behaviours will receive targeted support through one or more of the following interventions. Targets will be tracked, monitored and reviewed. Outcomes will be monitored and the effectiveness of the strategies evaluated Low Frequency Sanctions Medium Frequency Sanctions High Frequency Sanctions Class teacher The look, name and appropriate hand signal Quiet conversation Rule reminder Verbal warning Moved seat Note in dairy Extra work to complement or reinforce current studies Break/lunch detention Arranged recorded time out of class with another member of staff – max 10 mins (***) Referral to Head of Year/Dept. Head of Year/ Dept. Quiet conversation Rule reminder Break/lunch detention Telephone call home After school detention (Wednesday/ Thursday) Placed in internal suspension for a set period of time Parent interview with class teacher in attendance as appropriate Restriction of access to extra-curricular activities for a set period Referral to Vice Principal Learning Behaviour Support Sheet (CoP; stage 1) Pink Behaviour Support Sheet (SEN CoP: stage 2) Risk Reduction Plan Principal/ VP Quiet conversation Rule reminder Break/lunch detention Telephone call home Placed in internal suspension for a set period of time Parent interview Referral to Principal Permanent withdrawal of privilege Suspension by Principal Expulsion Blue Behaviour Support Sheet (SEN CoP: stage 3) External support agencies e.g. Ed. Psych. Risk Reduction Plan Staff will: Give appropriate consideration to individual circumstances before applying sanctions – E.g. behaviour arising from a ‘statemented’ condition such as Asperger’s, ADHD; family circumstances etc. as appropriate. Through dialogue/conversation promote reflection and restoration. Record, track and monitor sanctions. The information generated will be used by HOY to identify pupils who in consult6ation with the SENCo would benefit from early intervention Seek to reduce unacceptable behaviours by implementing and monitoring appropriate support interventions e.g. Support Sheet, Individual Behaviour Plan (Pink/Blue Behaviour Support sheets) and/or Risk Reduction Plan where appropriate.
Positive%20behaviour%20policy%20Oct%2014%20-%20without%20appendices.docx