Ashton, Manchester

Safe Start Behaviour Policy

Policy Created: January 2020
Reviewed by: Grace Speakman
Review Date: January 2021

C O N T E N T S
1. Introduction
2. Role of the Staff
3. Role of Students and Parents/Carers
4. Unacceptable behaviours
5. Rewards and Sanctions

1. INTRODUCTION

Safe Start Behaviour Policy is designed to support the way in which all staff, volunteers, children and
young people working for or using Safe Start’s facilities can work together in a positive and supportive
way.

It aims to promote an environment where everyone feels valued and respected and strives to ensure that each young person is treated fairly and well.

The primary aim of the Behaviour Policy is to become a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn and play.

This policy supports Safe Start’s aim in allowing everyone to work together in an effective and considerate fashion.


The policy aims to contribute to the creation of a framework in which:

  • High quality learning/ play & recreational activity takes place.
  • Staff, children and young people feel safe and secure.
  • Appropriate support is made available.
  • Children and young people take responsibility for their actions.
  • Legal requirements concerning child protection and criminal activities are met.
  • Appropriate behaviours and progress are continuously monitored.
  • Children and young people understand fully the system of sanctions applied to inappropriate
    behaviour.


2. ROLE OF THE STAFF

The role of staff is to ensure that access to high quality play, learning and recreational experiences is not adversely affected by the actions of individual children and young people.

A range of sanctions may be applied in the case of persistent disruption or failure to follow instructions.


All forms of bullying (physical and psychological) are unacceptable. Staff will challenge bullying both directly and through the medium of personal and social development work (see Anti Bullying Policy) and while it is accepted that it is very difficult to eradicate bullying, everything that is feasibly possible shall be done to ensure that children attend an environment free from fear.

Children and young people will be encouraged to develop a sense of personal responsibility for their behaviours by various methods including discussions, group work and health & safety awareness.

Staff are required to adhere to the organisations Safeguarding & Child Protection guidelines where they perceive a child or young person to be at risk.

Staff are required to pass information to relevant bodies when it is known that a child or young person is involved in criminal offences and there are
sufficient details available to accurately corroborate such involvement.


3. ROLE OF STUDENTS AND PARENTS/CARERS

Students and their parents/carers are expected to share with the staff the collective responsibility for promoting positive behaviour

Students will:

  • be polite, well behaved and courteous at all times
  • follow the rules
  • take responsibility for their own actions
  • accept any sanctions which may be imposed in relation to poor behaviour

Parents/Guardians are:

  • asked to support the implementation of this policy
  • asked to read any written communication from Safe Start and respond as appropriate
  • expected to support the school provision in the use of any appropriate sanctions following
    poor behaviour
  • invited to attend the school provision in order to discuss their child’s behaviour if required


4. UNACCEPTABLE BEHAVIOURS

In line with this policy the following behaviours are considered as unacceptable:

  • Fighting
  • Verbal abuse of staff or fellow students
  • Bullying and intimidation
  • Vandalism
  • Use of illegal substances or prohibited items
  • Physical assault upon staff or fellow students


5. REWARDS AND SANCTIONS

Rewards
Our emphasis is on rewards to reinforce good behaviour, rather than on failures. We believe that
rewards have a motivational role, helping children to see that good behaviour is valued. The
common rewards are:

  • praise, informal and formal, public and private, to individuals and groups.
  • written comment on student’s work
  • written comment/letter to parent informing of good work, attitudes or behaviour
  • use of the you’ve been spotted system
  • certificates and awards to individuals each term

Sanctions

Although rewards are central to the encouragement of good behaviour, realistically there is a need for sanctions to register the disapproval of unacceptable behaviour and to protect the security and stability of the community.

In an environment where respect is central, loss of respect, or disapproval, is a powerful sanction.

The use of sanctions should be characterised by certain features:

  • It must be clear why the sanction is being applied.
  • It must be made clear what changes in behaviour are required to avoid future sanction.
  • Group sanctions should be avoided as they breed resentment.
  • There should be a clear distinction between minor and major offences.
  • It should be the behaviour rather than the person that is sanctioned.

Sanctions can only include:

  • Immediate cause for concern
  • Formal verbal warning
  • 1st written warning
  • Temporary withdrawal from activity
  • Parental involvement ie; letters to parents
  • Final written warning
  • Exclusion


Most instances of poor behaviour are relatively minor and can be adequately dealt with through minor sanctions.

It is important that the sanction is not out of proportion to the offence.

Where anti-social, disruptive or aggressive behaviour is frequent sanctions alone are ineffective.
Physical and/or verbal bullying by adults or young people in this setting will not be tolerated and any such incidents will be addressed in line with the policy as applied to all forms of unacceptable behaviour.

Physical restraint, such as holding, will be used ONLY to prevent physical injury to children or adults and/or serious damage to property or if a learners safety is at risk. Any significant event of this sort
will be recorded and the parents/carers will be informed the same day.

In cases where exclusion is used as a sanction the individual concerned will always be offered the right to appeal.

Informal Process (Issuing a cause for concern)

  • This stage of the process is about the management of behaviour, it is the
    responsibility of all staff.
  • Minor misdemeanours that take place within the classroom or other areas
    of the College* will be dealt with on the spot by the member of staff
    informally.
  • In most cases this will involve challenging the student about their
    behaviour and asking them to cease or modify their behaviour in line with
    our expectations and putting strategies in place to support the change in
    behaviour.
  • Informal incidents will normally trigger a Cause for Concern (CFC) which
    must be recorded on ILP portal by the member of staff and this will be
    made visible for students, communicated to parents/guardians/carers via the Portal. The named tutor will monitor the number of CFCs issued to
    students and will escalate to stage 1 when 3 have been raised.

Should the informal approach not have the desired effect, the behaviour continues to be repeated, there is a cumulative number of Cause for Concerns (e.g. 3) or a more serious breach of the code set out in The Deal takes place then the formal disciplinary process as described below will be invoked.

Stage 1 – Verbal

  • If a student’s behaviour or academic performance does not meet the
    required standards through the informal stage, or the behaviour is a more
    serious breach of the code set out in Our Deal, (An action of misconduct),
    the student will normally be given a Stage 1 Verbal Warning. This could relate to a failure to fulfil a commitment to School* by, for example, inexplicable poor attendance, disruptive behaviour, failure to complete and submit work on time, or disrespectful behaviour towards staff or fellow students
  • A meeting is set up for the student, tutor and parents/guardians/carers will be informed
  • The outcome of the meeting may be a Verbal Warning and an agreed behaviour management SMART target added under The Deal targets, along with a Verbal Warning recorded in the meetings section of ILP portal, this will be made available to Parents on the Portal and copies sent to parents/guardians/carers.
  • The students disciplinary status will be updated on ILP portal appropriately
    and the curriculum team up-dated by a named tutor.

Stage 1 Verbal Warning Review

  • The behaviour management SMART target will be monitored on a weekly basis by the named tutor.
  • The tutor will up-date the SMART target on portal (ILP) with progress and
    ensure that all strategies are fully in place and being effective
  • If at the next appropriate 1 to 1 Student Progress and Review meeting the
    behaviour has improved, the target can be signed off and the student can
    return to the informal stage of the process
  • If at any point of the weekly monitoring reviews the behaviour has not
    improved the student can be taken to the next stage of the process.

Stage 2  Formal Warning

  • If a student who has received a verbal warning fails to meet the set targets,
    repeats the issues for which they received the verbal warning or departs
    from the schools standards in other aspects of his/her behaviour or
    academic performance, or commits misconduct he/she will normally be
    given a Second stage Formal Warning.
  • A formal warning hearing will normally be chaired by a Head teacher
  • The parents/guardians/carers of students will be invited to attend a Stage 2
    disciplinary hearing with the Head teacher with at least 5 working days’
    written notice stating: The nature of the alleged misconduct and a summary
    of the evidence for the complaint. Confirmation of the time and place of the
    hearing.
  • At the hearing the student will be entitled to state his or her case (including
    any mitigating factors) before any decision is taken. After hearing the
    student’s case, the Head teacher may decide to issue a second stage formal
    written warning.
  • Practical measures to avoid recurrence will be implemented, including a
    behaviour improvement SMART target which will be recorded on ILP portal under Our Deal target and made available to parents/guardians/carers of students via the portal. They will also be notified in writing of the decision within 5 working days of the hearing.

Stage 2 Formal Warning Review

  • The SMART target will be reviewed weekly by the named tutor with support
    from a Student Mentor if applicable and if the behaviour has not improved
    the student will be taken to stage three of the process.
  • If improvements in behaviour have been noted, the student may be
    monitored at the next appropriate 6 weekly Student Progress and Review meeting or the period of the action plan if it is felt this would support the student to develop good habits

Stage 3 Final Warning

The Final stage will be triggered when

  • no significant improvement in behaviour or no achievement of the targets set after the Stage 2 Formal Warning OR
  • The student’s actions are so serious – Gross Misconduct that the student is taken straight to the final stage without having to go through stages 1 and 2.
  • A Final Formal Warning hearing will normally be chaired by CLM and head
    teacher.  The parents/guardians/carers of students will be invited to attend the Stage
    3 disciplinary hearing with the Head teacher, with at least 5 working days’
    written notice stating: The nature of the alleged gross misconduct and a
    summary of the evidence for the complaint. Confirmation of the time and
    place of the hearing.
  • The outcome of this meeting will not normally be given on the day but
    could be provided in writing to the student and parent/ guardian/carer of
    students and made available on the Portal) once all the evidence has been reviewed.
  • Reports, outcomes and review dates at all stages of the procedure will be
    logged on ILP portal for monitoring purposes, with SMART targets setting
    accordingly.
  • A Final Formal Warning is extremely serious and can result in an exclusion from
    the School.

Review of Final Warning and possible Exclusion

  • Should the student continue to fail to meet the targets, to comply with the
    conditions set or if there is any further incident, or the incident is deemed
    serious enough at the Stage 3 meeting, the student will not be given a
    further warning but will normally be excluded from college. This will be
    actioned by an Head teacher.
  • Exclusions will last for the remaining part of the academic year in which
    they take place. Where a student has been excluded and wishes to return
    in a different academic year they should write a letter to the Head teacher
    they will always be required to have an interview before they can access a
    place at the School.

Appeals procedure
PROCEDURE FOR THE CONDUCT OF APPEALS

An Appeal is heard by Curriculum Lead Manager and Head teacher. The CLM will act as chair. The
College position should be presented by a member of the original Disciplinary Hearing. The student
may be accompanied by a friend or relative who is designated to speak on his/her behalf (hereafter
referred to as the Representative).

  1. The Chair to introduce all people present at the appeal.
  2. The Chair to ensure that all people required at the appeal are present, and that everyone
    understands the purpose of his/her presence.
  3. The Chair to ensure that the student has an accompanying representative to speak on
    his/her behalf, if he/she so wishes.
  4. The Chair to invite the College representative to present the College position, calling
    witnesses if appropriate.
  5. The Chair to question those providing the evidence for the College position.
  6. The Chair to allow the student and/or his/her accompanying representative to question
    those providing evidence, and to raise queries concerning evidence provided.
  7. The Chair to allow the student and/or his/her accompanying representative to reply to the allegations, calling witnesses as required.
  8. The Chair to allow questions to the witnesses and/or the student.
  9. The Chair to invite the College representative to summarise the situation against the student, followed by the student or his/her accompanying representative to summarise the
    student’s position.
  10. The chair to call a recess to consider the evidence.
  11. The following options are available as a result of the Appeal:
    a) To uphold the decision of the disciplinary hearing.
    b) To overturn the decision of the Head teacher and, where appropriate, commute that
    decision to that of a Stage 3 Final Warning.
    c) To decide that no action should be taken against the student.
  12. All outcomes will be documented and provided to the student/parent/guardian and
    recorded on ILP portal.
  13. The decision of the Appeal panel is final and will not be revoked