Behaviour Curriculum

For the first Autumn half-term 2023, and in light of the March 2023 Ofsted Monitoring Report, the school is operating an intensive ‘Behaviour and Attendance Repair Plan’. This will be led by the senior leadership team in partnership with Danes Educational Trust. The plan is underpinned by the following:

How we do things here
We believe high expectations for and of all are key to creating a safe and purposeful community where everyone has the opportunity to thrive. We cooperate with one another and display good character in the following ways:

• We listen carefully to ideas, attitudes and concerns that are communicated in a     thoughtful and polite manner
• We believe everyone has good intent unless they actively display otherwise
• We create time for all members of the school community to communicate thoughtfully     and politely with people who they might not meet on a day to day basis
• We display ‘tolerance for difference’, recognising the richness that diversity brings to our   school, local, national and global communities
• We look after each other and value the bravery it takes to speak up, thoughtfully and   politely, when something is wrong
• We are resilient, recognising that the ‘best learning’ often takes place during and after   challenge

Behaviour for Learning 

Expected Approaches: 
Our ABCs (Accountability, Basics, Consistency)

In keeping with our C1 to C6 Behaviour Chart, please find below the behaviours and routines that we expect to see consistently embedded in every classroom and learning space around the school. We have factored transition between lesson time from September 2023, allowing colleagues to be fully prepared for the start of each and every lesson.  

ABC1: Start of lessons

• Be on time, every time 
• At the start of each lesson, Heads of Faculty are to be at one of the door(s) to their   teaching block to welcome students 
• All classes are to have a seating plan that is adhered to and that displays an   understanding of the specific needs of individual students + any other needs identified   within a given setting
• Have your ‘Do Now’ Starter on the board ready
• All teachers are to stand by the door to their classroom: let students in one at a time,   greeting them as you do so
• Scan the corridor once your class is in. Briefly challenge any student who looks to be   loitering. Use the following words if helpful: ‘Time to move to your next lesson please.’   then shut the classroom door
• Once all students are in the classroom and you have shut the door, welcome the class as   a whole with a smile. Remind them that they should be engaged in the ‘Do Now’ Starter
• Take the register by scanning the class. Do not engage in conversation about where a   missing student might be. Mark them absent. 
• If a student arrives at your lesson after you have shut the door then follow C3, Row 14   procedure (See script for this below if you or your Line Manager believes you need   support with ensuring a consistent message is given.). Do not engage in a conversation   regarding why the student is late at this point. Expect them to sit down and engage in the   work that is ongoing.
• No students are to be sent out of rooms or to be found on corridors in your Faculty /   Department 

ABC2: End of lessons

• Organise the class before the end of the lesson so that they are ready to go
• Instruct students to stand behind their desks with their belongings packed away 
• Check uniform and wait for silence. Log any incorrect uniform on BromCom
• Dismiss the class one / two at a time dependent upon readiness to leave, allowing for   sufficient transition time

ABC3: Classroom Warnings - All colleagues are to use the following script in a calm and measured way. No voices are to be raised.

Step 1 - 1st Verbal Warning

• Warn the student about their behaviour verbally and provide them with an alternative:

‘Tom, you are disrupting the class. I am going to give you a chance to show some self-discipline.’

Step 2 - 2nd Verbal Warning

• ‘Tom, if you persist in this behaviour, I will record it on BromCom and you will be referred    to Ms Barnes and Mrs Price for further intervention.’

Step 3 - 3rd Verbal Warning

• ‘Tom, I have recorded your behaviour on BromCom. If you continue to defy me, I will refer     you to the Head of Department, Ms / Mr ….. and you will be removed from the lesson.’

Step 4 - Removal from the lesson 

• ‘Tom, you have received 3 warnings. I have contacted on-call who will escort you to Ms /       Mr (Head of Department’s) classroom.’

ABC4: Faculty Responsibilities: All Middle / Senior Leaders of Faculty Areas

With reference to the C1 - C6 Behaviour Chart, please ensure all colleagues within your Faculty understand that on-call is to be called to a classroom situation in the following circumstances ONLY:

C4

• Persistent refusal to follow code of conduct inc. uniform / mobile phone policy (after   Head of Faculty intervention)
• Bullying / harassment / unkind behaviour (including abuse of protected characteristics,   such as gender or race, sexualised behaviour)
• Bringing items into school that are wholly inappropriate (e.g. cigarettes, smoking, vapes,     paraphernalia, alcohol, inflammatory or inappropriate material)
• Filming, photographing or sharing images without permission
• Theft from school, student or member of staff
• Persistent internal truancy
• Maliciously setting off fire alarm
• Bringing the School into disrepute

C5

• Swearing directly at a member of staff
• Threatened violence against staff or another student
• Gross defiance

C6

• Violence towards a member of staff or another student

On-Call is not to be used for any other misdemeanour except as below. If a colleague within a Faculty is struggling to control a class, the following procedure should be used:

• staff member ‘on calls’ the team for ‘persistent refusal to follow the school’s Code of   Conduct’ as C1 to 3 behaviours are continuing despite warnings. This staff member should   log the incident
• the on-call member of staff will come to remove the student and place them within that   Faculty / Subject’s ‘shadow timetable’ (This may be with a subject leader; within a   manned office or within another colleague’s classroom.)
• if the student continues to be disruptive within the ‘shadow timetable’ then on-call may   be requested again and the on-call colleague will place the student in Solutions

It is the Middle Leader’s responsibility to create a ‘shadow timetable’ that is fit for purpose and draws upon a good knowledge of where the student might best be placed to avoid further disruption.