Introduction

FCAT Academies have at their heart a firm commitment to putting the needs of children first. Policies and practice promote an environment conducive to learning, ensuring high achievement for all young people, irrespective of their differing needs. The Academy Council believes that students should be encouraged to adopt behaviour that supports learning and promotes good relations. Poor behaviour and low level disruption threaten the rights of young people to an effective education and can lead to people feeling unsafe, bullied, intimidated, or threatened.

Students learn best in an ordered environment. This can be achieved when expectations of learning and behaviour are high and their consequences are made explicit and applied consistently. The self-esteem of all students is enhanced by praise, reward and celebration. This policy is based on recognition of the rights, rules and responsibilities of all members of the academy community, the importance of clear and consistent classroom routines which are always adhered to and a culture of rewards for success.

Purpose

To create a positive, purposeful teaching and learning environment through:

  • enabling all staff to feel confident in their responsibility for the effective management of student behaviour.
  • encouraging students to develop and maintain positive relationships with both their peers and adults characterised by mutual respect.
  • the provision of opportunities for students to fulfil their potential in both a social and
  • academic context whatever their age, gender, ethnicity, attainment and background. helping students to understand that they have a choice in how they behave and that
  • there are consequences for their chosen behaviour.
  • a system of rewards and graduated sanctions for students related to both academic progress, success and behaviour

Expectations

All members of the Academy have the same rights, responsibilities and rules:

Rights

  • To feel safe at school
  • To learn to the best of their ability
  • To be treated with respect

Responsibilities

  • To ensure that you allow others to feel safe at school
  • To ensure that you allow everyone to learn to the best of their ability
  • To ensure that you treat everyone with respect
  • To have excellent attendance and punctuality

Rules

  • I will respect other people and their property
  • I will do as I am asked by all members of staff
  • I will be well-mannered and helpful at all times
  • I will attend lessons in full uniform, on time and ‘ready to learn’
  • I will not refuse any reasonable request from a member of staff

Behaviour Management system

These procedures support an ethos based on shared aims and mutual respect where boundaries are clearly defined and where the individuals feel valued. These procedures reflect the fact that there are aspects of behaviour, which can be taught, and that in general the use of praise and rewards and the opportunities in the curriculum have a great effect in motivating students.

A huge emphasis is placed at Aspire Academy on encouraging positive behaviour. Everyone, staff and students, is aware of the necessity and benefits of working together to ensure a calm, ordered, secure and happy environment. We recognise that the vast majority of students contribute positively to an environment in which effective learning can take place. However, there are pupils who, despite help, support and encouragement, do not respect this ethos and seek to disrupt the learning of others. In such cases it becomes necessary to take decisive action, to involve parents and impose sanctions.

Positive Reinforcement Strategies

Another way of tackling poor behaviour is to use language in positive terms so that you are not focussing on one individual’s behaviour when everyone else is behaving appropriately.

Class Teacher should:

  • Praise and encourage
  • Give achievement points
  • Recommend Awesomeness award
  • Positive marking
  • Communicate with parents – letters/postcards/phone calls
  • Have displays

Subject Leader/Faculty Director should:

  • Praise in front of whole class
  • Communicate with parents – letters/postcards/phone calls
  • Assemblies
  • Give verbal praise
  • Give achievement points
  • Recommend Awesomeness awards
  • Have corridor displays

Senior Leadership Team should:

  • Award Golden Culture points
  • Celebrate positive behaviour via badges
  • Issue Awesomeness awards
  • Facilitate Rewards trips
  • Celebrate and display successes in and out of school

Consequence system

‘Consequences’ is not a replacement for good classroom management techniques and will not compensate for poor teaching and/or unstructured lessons.

  Consequence
C1 - First Warning for negative behaviour Verbal warning Verbal warning
C2 - Final warning for continued negative behaviour Name recorded Name recorded
C3 – Continued negative behaviour On call requested and a lunch time detention with the Headteacher will be served On call requested and a lunch time detention with the Headteacher will be served
C4 – Continued negative behaviour Faculty removal/On Call requested once more and an after-school detention for 1 hour (3pm – 4pm) is issued with the Heads of Year Faculty removal/On Call requested once more and an after-school detention for 1 hour (3pm – 4pm) is issued with the Heads of Year
C5 – Serious incident or failure to comply with C4

Immediate placement in Impact. Each incident is dealt with separately and may include either continued time in Impact, a placement at a fellow Blackpool school or a Fixed Term Exclusion

All Fixed Term Exclusions are followed by a reintegration meeting with a member of the Senior Leadership team. Until this occurs, the student will remain in our Impact unit

 

Refusal to follow a reasonable request or school rules e.g. wearing the correct uniform or to follow a seating plan, will result in a consequence.

Reports

The use of reports at 蹤獲扦 are intended to realign previous unacceptable behaviour. This too has an escalation system which incorporates the use of Form Tutors, Heads of Year, Directors of Key Stages and the wider SLT.

Reports allow students to focus their behaviour both in and out of lessons by also having a designated ‘key person’ to reflection on their actions with in school.

Students will be placed on report following an increase in negative behaviour points, on return from respite placements or sometimes at the request of parents/carers.

Managed Moves

Managed moves are used by all schools across the town as a means to enable a student to have a ‘fresh start’ in mainstream education. The process involves at 12-week placement at a ‘host school’ (Aspire remains as the ‘home’ school) with a 6 week review in between. It is anticipated that a change of surroundings and previous influences will make this move a success with the ability to remain in mainstream education.

Respite Placements

Respite placements are used to support those students who may be struggling with the expectations of life in a mainstream setting. These will often feature the use of smaller class sizes and the ability to work on behaviour management strategies prior to a return to 蹤獲扦. Placements are typically 6 weeks with week 5 and 6 set aside to work on the students reintegration back into school.

Current respite providers include The Chrysalis, EdDiversity and Lancashire Alternative Provision

Leave during lessons

Leave during lessons is strictly prohibited. This is to ensure that maximum learning time is achieved by all students and that no ‘nefarious’ activities are being undertaken. On occasions, leave may be granted for the following reasons.

  • Meeting with an outside agency or caseworker
  • A medical pass to allow leave to use toilets
  • Leave allowed slightly earlier to avoid crowds on lesson changeover (following an injury/medical procedure)
  • Parental meeting with staff.

Students are able to access toilets during break and lunch time (and where necessary, at the discretion of their lesson teacher, escorted by an on-call caseworker).

Detentions

A lunch time detention will be issued by a member of staff once a student reaches a C3 (on call). This will be supervised by the Headteacher. Students will be allowed to leave the detention to access cold food should they wish. Any C3s received after the academy’s lunch period will be allocated to the following day. Failure to attend this C3 lunch time detention will result in an after-school detention being issued which will take place between the house of 3pm and 4pm. This will be facilitated with the Head of Year.

If a student reaches a C4 they will immediately be issued with an after-school detention with the Heads of Year (3pm – 4pm). If the C4 is issued after period 5, the detention will take place the following day. The teacher who gave the C4 will also meet with the student during the detention to undertake a restorative conversation.

Students receiving multiple C1s-C3s in one day will be issued with a lunchtime detention.

IMPACT detentions take place during lunchtime and after school from 3-5pm.

Detention escalation

Failure to attend lunch time detention – 3pm – 4pm detention issued for the same day.

Failure to attend after school detention – 3pm – 5pm detention issued for the following day.

Failure to attend 3pm – 5pm detention, further escalation resulting in potential placements at fellow Blackpool school or time served in our Impact Unit.

Truancy from lesson – 3 – 5pm (students must to be in their next lesson within 5 minutes of the bell sounding for the end of the previous lesson – failure to do so will be reported as a truancy from lesson).

Internal Isolation (IMPACT)

Some students during their time at Aspire Academy will be in need of additional support. The varying needs include the following;

  • Withdrawal from identified (by teacher and/student) individual/few lessons that have been problematic for short term respite (for teacher and student) with eventual repair, rebuild and reintegration.
  • Withdrawal from individual/few lessons for longer term, usually following short term, but where repair, rebuild and re-integration have failed. Total long-term withdrawal may be a very occasional strategy.
  • Isolation from other students within the Academy as part of a consequence for misbehaviour. This will also include withdrawal of normal break and lunchtime privileges. This will include students who have been given a fixed term exclusion from school, containment for full day as either a consequence fo r truanting or positive prevention of further truanting.

The emphasis for all the above situations needs to be on ‘refocus and redirection’. The aim will be to create a busy purposeful unit where real learning and the acquiring of good working habits is taking place.

Other possible support needs may include the following:

  • withdrawal from all lessons in the short term for students experiencing temporary issues
  • integration into school from other schools (managed moves) positive placements to support learning or coursework
  • to support other academies’ behaviour management systems

Fixed Term Exclusion

Good discipline in schools is essential to ensure that all pupils can benefit from the opportunities provided by education. The Government supports headteachers in using exclusion as a sanction where it is warranted.’ (DfE ‘Exclusion from maintained schools, Academies and pupil referral units in England 2012)

All decisions to exclude are serious and only taken as a last resort or where the breach of the Academy rules is serious or persistent. The following are examples;

  • Failure to comply with a reasonable request from a senior member of staff. Failure to wear Academy uniform which has been provided (where possible) for a student who is in incorrect uniform is regarded as failure to comply with a reasonable request
  • Breaches of health and safety rules
  • Verbal abuse of staff, other adults or students
  • Possession of drugs and/or alcohol related offences
  • Failure to comply with the requirements of the ‘Consequence System’
  • Wilful damage to property
  • Homophobic or racist bullying
  • Bullying
  • Sexual misconduct
  • Theft
  • Making a false allegation against a member of staff
  • Behaviour which calls into question the good name of the Academy
  • Persistent defiance or disruption
  • Minor assaults or fighting that is not premeditated or planned
  • Other serious breaches of the Academy rules

All Fixed Term Exclusions are followed by a reintegration meeting with a member of the academy’s Senior Leadership Term. This will be organised at a time to suit the parent/carer. However, it must be noted that the student will remain in Impact until this reintegration meeting takes place.

Permanent exclusion

‘A decision to exclude a pupil permanently should only be taken:

  • in response to serious or persistent breaches of the school’s behaviour policy; and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupils or others in the school’. (DfE ‘Exclusion from maintained schools, Academies and pupil referral units in England 2012)
    The Principal will make the ju