How Promoting Positive Behaviour Policy Operates at Winterbourne International Academy
The culture and ethos of the Academy has a strong emphasis on providing an excellent learning environment and empowering all to excel. Our culture is based on five words:
Courtesy – we want everyone to be polite, treat others with respect and show manners to create a friendly, warm learning environment.
Resilience – we want everyone to build inner strength so that they are persistent and determined in their goals and can overcome mistakes and setbacks.
Integrity – we want everyone to be honest and honourable, to build a strong sense of character and moral compass that can direct them through life.
Self-Reflection – we want everyone to build the capacity for self-discipline, self-control and mastery; this comes from being able to reflect on successes and failures and learn from every experience.
Purpose – we want to develop aspirations and dedication so that they can find focus and energy in all their endeavours.
For this to have a real and lasting impact we would love you to partner with us in bringing these qualities to life at home for your son/daughter, to talk to them and to help us model them in practice.
We believe that by teaching, modelling and expecting these values explicitly they will become the cornerstone of the Academy’s vision and allow students to flourish.
These values will be rewarded through a token system where staff are looking to catch students succeeding and demonstrating them throughout the Academy. A token will be issued to a student who will then record it with their tutor. The top students will be able to gain one of the culture badges to represent their efforts. The token will also be used to score each guild, with awards and celebrations for the winning guild.
Expectations of all students
At the start of every lesson, all students are expected to:
- Be on time and enter the learning environment in an orderly manner
- Remove outdoor clothing
- Get out all required equipment (books, pens, planner etc.)
- Sit according to the seating plan
- Demonstrate the Academy ethos
During every lesson, all students are expected to:
- Demonstrating sustained engagement in the lesson
- Make expected progress in the lesson
- Behave in a way that promotes effective learning for the majority of the lesson
- Not having a negative influence the learning of others
- Demonstrate the Academy ethos
At the end of every lesson, students are expected to:
- Ensure that all homework is recorded
- Pack away when instructed by their teacher
- Stand behind chairs in silence until being dismissed
- Ensure their uniform is in order
- Demonstrate the Academy ethos
Out of lessons students are expected to:
- Treat others with respect
- Act responsibly in corridors and play areas
- Wear correct uniform
- Be good stewards of the facilities and buildings in the Academy
- Demonstrate the Academy ethos
Part of this is to create the conditions in classrooms where excellence can happen. If you were to ask your son/daughter how many of their lessons were affected by disruption you may find that it mirrors a fairly recent paper of how low level disruption effects learning. The paper is called ‘Below the Radar’
It gives examples of the low level disruptive behaviours common in schools and, what is surprising, the amount of time these behaviours cost in learning – up to 38 days in a year.
Promoting positive behaviour
We aim to create an environment where learning and excelling are the focus and low level disruption is handled quickly. To do this we use a number system where students who are working well and excelling are recognised for their positive effort and contribution. As an example, most students will be a ‘2’ and will be working on achieving a ‘1’ as you can see below.
- By demonstrating enthusiastic engagement in the lesson
- By making significant progress in the lesson
- By behaving in a way that promotes effective learning for the whole lesson
- By positively influencing the learning of students
- By actively demonstrating the Academy ethos
- By demonstrating sustained engagement in the lesson
- By making expected progress in the lesson
- By behaving in a way that promotes effective learning for the majority of the lesson
- By not having a negative influence the learning of others
- By demonstrating the Academy ethos
- By receiving a warning in a lesson but successfully changing behaviour
- By making little progress in the lesson
- By behaving in a way that prevents effective learning for part of the lesson
- By negatively influencing others but stopping when warned
- By not demonstrating the Academy ethos
- By receiving warnings in a lesson but not successfully changing behaviour
- By demonstrating no interest in learning
- By behaving in a way that stops the lesson proceeding
- By significantly affecting the learning of others
- By completely disregarding the Academy ethos
Detentions will no longer be a part of the behaviour system and be replaced totally with this in-school sanction.
Student with SEND
Students with SEN often struggle with organisational skills, and find it hard to remember rules and to process instructions. We would advocate strongly for staff to issue a reminder to students with SEN of the expected behaviour and if the issue is then rectified for that student to keep their 2 (without fuss or fanfare). If the student hasn’t rectified the behaviour following a reminder and reasonable timeframe to get sorted, then a 3 be issued at that point unless the student can give a reasonable explanation for why they haven’t complied.
For example: the teacher asks students to get out their equipment, and student A doesn’t have theirs with them. The Student Learning Profile indicates that organisational skills are an area of difficulty for this student. The teacher quietly encourages the student to bring their own equipment and supplies spares for the student to use for that lesson and the student maintains their “2”.
Instructions for expected behaviour need to be clearly and positively framed: “please tuck in your shirt” rather than “your uniform is untidy”; “please put up your hand to answer a question” rather than “don’t shout out”. They need to be short – one instruction at a time. Students need to be given time to process the instruction and then follow it.
It is vitaly important that you are aware of and use the student’s Learning Profiles to know, understand and adapt for the needs of the individual. The Learning Support department are very happy to discuss strategies for specific students and more generally regarding certain conditions.
- An isolation is for 5 periods, this will be carried over into the next day if necessary.
- The isolation room is a silent space where students can recover, reflect and work
- Upon arrival a student is expected to hand over their phone and complete a reflection sheet about why they are there.
- Following their time in isolation it is expected that the student has a restorative conversation with the teacher who sent them there so that the relationship is mended and expectations are communicated.
- In severe cases a student can be issued with more than 1 day of isolation but this would only be decided by leadership staff
- A student who arrives at the isolation room within a reasonable timeframe and who fully complies with expectations (by working or reading and by not receiving a ‘3’) can earn 1 period back for every period he / she adheres to expectations thus reducing the isolation from a full day (5 periods) to, potentially, 4 or 3 periods.
- A student who arrives at the isolation room (F20) beyond the allocated timeframe and / or who does not fully comply with expectations in any way may have additional periods / days added to their isolation, where an appropriate warning will be issued in advance.
- A student who does not follow the expectations of isolation will receive a ‘3’ as a warning and if persistent will be excluded. They will then have to return to complete their remaining time in isolation following reintegration meeting with parents.
- The person in charge of the isolation room will record their attendance during the day.
- A member of SLT will be timetabled into the isolation room for half a day at a time.
- Staff will let the isolation room know of an isolated student by using the Isolation Button on their computer. This information will be sent to HoGs, HOLA’s, PM’s and AP at the end of every day to monitor.
The Viaduct (formally ARC) provides individualised support for students in all year groups for a variety of reasons. These can include; modified curriculum, anger management, support for emotional issues, behaviour coaching and so on. Referrals are made by Heads of Guild, Pastoral Managers, Heads of Faculty and the Senior Leadership Team.
Support from The ARC is accessed by direct contact with the Viaduct staff to discuss what is required and how best it can be facilitated. This may include specific academic support from a lesson/subject area or reintegration following an exclusion.
Pastoral Managers are assigned to guilds and work with students in a range of ways. They can be used to mentor students and provide early intervention, investigate incidents and run Stage 1 reports. This work can be commissioned by SLT or Heads of Guild.
A rota is published and is made available to all staff detailing on-call arrangements. During an on-call duty, a member of staff will patrol the Academy site for the session. Should a member of staff need to call for support, the On Call button on the Academy’s IMOE front page can be used.
Use of SIMS to Monitor Behaviour Concerns
SIMS enables Academy staff to record and report behaviour incidents more quickly and effectively. It offers Heads of Learning Areas and Heads of Years more accurate and detailed analysis of behavioural issues within their area of responsibility.
The Academy also uses SIMS to record student achievements and rewards.
The Academy has developed a package of reports available to different members of staff to ensure that information is both concise and relevant.
SIMS Behaviour allows different members of staff to either resolve an issue or refer to the most appropriate member of staff. In order to make this effective, every incident needs to be “resolved”.
Behaviour off Site
The recently published Federation Behaviour Policy allows us to enforce school rules on students off-site where they are identifiable as our students. We will invoke this policy to deal with the poor behaviour outside the school gates of students before and after school and during lunchtime; we will specially target smoking and anti-social behaviour.
WHO CAN HELP?
Main Reception: 01454 252000
General Email: email@example.com
Heads of Guilds
Mrs Sarah Watkins (Pegasus)
Mrs Sarah Flynn (Lion)
Miss Rachel Makepeace (Griffin)
Miss Mel Geaves (Aquila)
Mr Phil Milton (Phoenix)
Heads of Year
Mrs Kate Calver (Year 7)
Mr Marcus Hays (Year 13)
Mrs Emma Kirby (Year 12)
Deputy Heads of Guilds
Mr Dave Derrick (Pegasus)
Mr Dan Blishen (Lion)
Mr Andy Fudge (Griffin)
Miss Anne-Marie Cubbin (Aquila)
Miss Sarah Webber (Phoenix)
Mr Chris Jackson
Mr Tony Curtis
Miss Lucy Kirkbright (Post 16)
Mrs Andrea William-Jones
Mr Robin Taylor
Mr Sam Blackwell (Griffin)
Mrs Nicky Hoddinott (Phoenix)
Ms Rachel Ford (Lion)
Mrs Mandy Moon (Aquila)
Mrs Jodie Brunt (Pegasus)
Mrs Jacqs Graham
The Viaduct Manager
Mr Mark Collins
The Viaduct Support
Mrs Michelle Jones
Mr Kieran Mogford
Pupil Premium Learning Mentor
Mrs Clare Dawson