Fortismere School

Introduction

"Good behaviour is a necessary condition for effective teaching to take place." (DES 1987). We believe that poor behaviour affects the learning of others and therefore this policy statement applies to the whole Fortismere community, it establishes the principles that underpin good behaviour and provides guidelines as to how good standards of behaviour will be maintained.

Society expects good behaviour as an important outcome of the educational process. We believe that School plays a fundamental role in modelling and developing people so that they can make a positive contribution to society.

At Fortismere we know that good behaviour is an essential factor in achieving successful teaching and learning. We all have vital roles to play in modelling, encouraging and supporting good behaviour.

Students bring to school a wide variety of behaviour patterns based on differences in home values and attitudes. At Fortismere we will work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those which reflect these principles.

We, the students, staff, parents and governors of Fortismere believe that good teaching and good behaviour enables all of us to achieve our full potential and to address the Every Child Matters (ECM) agenda. We achieve this by developing a positive partnership between home and school and by making our expectations clear to everyone at Fortismere.

Aims

This policy aims to:

·         Define acceptable and unacceptable standards of behaviour

·         Enable the School to provide a positive, supportive and safe environment for students and staff

·         Ensure that the School's expectations and strategies are widely known and understood

·         Encourage pride and respect for the school and uphold its good name at all times

·         Promote care, respect and consideration for others

·         Promote consistency of response to both positive and negative behaviour

·         Promote self-esteem, self-discipline and positive relationships

·         Encourage the involvement of all stakeholders in the implementation of this policy

·         Clarify the roles and responsibilities of students, staff and parents

Effective strategies

We, the teachers at Fortismere, acknowledge that behaviour is best when:

Lessons are well prepared, differentiated and interesting

Teachers decide where students sit

Departments have a clear Behaviour Policy

We have a clear School behaviour policy that is open and transparent

Good behaviour is learned through positive experiences, reinforcement and consistency

We reward good behaviour and good work

We work together as a team and communicate effectively with each other

We engage students and use their leadership skills

We engage and communicate well with parents

We use our established school based resources appropriately

We liaise positively with relevant outside agencies

We always follow through on sanctions and ensure these are tiered and consistent across all departments and year groups

We always challenge bad behaviour, even minor incidents

Expectations

Students

Every student is expected to understand and follow these codes of behaviour:

General Code of Conduct

At Fortismere we will:

Treat pupils, staff, visitors and the local community with courtesy and consideration

Respect each other's property, individuality, culture and background

Be responsible for our own behaviour and ensure that school and our neighbourhoods are safe and happy places for everyone

Strive to achieve our true potential and support others to do the same.

Attend school regularly, on time, wearing clean, tidy and inoffensive clothing.

The following are not permitted:

·         Using offensive, insulting language

·         Any form of violence, bullying or intimidation

·         Disrupting teaching, learning and examinations

·         Any offensive weapons (real or imitation), sharp or dangerous objects

·         Carrying, using or being under the influence of alcohol, drugs, solvents or tobacco

·         Absence, lateness, temporary or early departure from lessons or school without written permission

·         The wearing of hats, hoods and sunglasses in the building.

·         Spitting and chewing gum

·         Eating and drinking (except from small plastic water bottles) in all carpeted and teaching areas.

·         Dropping litter.

We recommend that mobile phones and personal music systems should not be brought to school. If they are, we cannot be responsible for their safety and they must be switched off during all lesson times.

Classroom Code (LEARNING)

Line up outside the classroom

Enjoy learning

Arrive on time

Respect others

Never shout out or be rude

If the teacher is talking, be silent

Never use personal music players or mobiles

Get your books and equipment ready quickly

Corridor Code

When we are in the corridors we shall:

Follow the instructions of all members of staff

Keep to the left

Talk quietly

Walk at all times

Put litter in bins

Respect each other and the environment

Move swiftly to our next lesson

Expectations

Staff

Every member of staff is expected to:

·         Create a positive climate with realistic expectations

·         Create a vibrant and challenging learning environment

·         Encourage relationships based on kindness, respect and understanding of the needs of others

·         Ensure fair treatment for all regardless of age, gender, race, ability and disability

·         Demonstrate and provide a positive role model for students

·         Challenge any poor behaviour and record where appropriate

·         Show appreciation of the efforts and contribution of all members of the school community

·         Actively support the school behaviour policy

Home/School Agreement

Parents

We will endeavour to work positively with parents and to build a partnership between home and school.

The Parent/Carers

I/We shall endeavour to

See that my child attends school regularly, on time and properly equipped.

Make the school aware of any concerns or problems that might affect my child's learning.

Support the School's aims and policies.

Encourage my child in homework and other opportunities for home learning and check and sign the school diary every week.

Attend parent's evenings, Learning Review Day and other discussions about my child's progress.

Become actively involved in supporting my child's life at school.

Fortismere

We shall endeavour to:

Be open and welcoming at all times and offer opportunities for you to become involved in the life of the school. Care for your child's safety and well-being.

Respond to parental concerns promptly.

Keep you informed about general school matters and about your child's progress.

Achieve high standards of work and behaviour through building good relationships and developing a sense of responsibility.

Ensure that your child achieves her/his full potential as a valued member of the school community.

Provide a broad, balanced and challenging curriculum, with opportunities for every child to achieve excellence

Set and mark appropriate homework and provide facilities in school to support this learning.

The student

At Fortismere I will:

Follow the instructions of all members of staff

Treat students, staff, visitors and the local community with courtesy and consideration

Respect each person's individuality, culture and background

Be responsible for our own behaviour and ensure that school and our neighbourhoods are safe and happy places for everyone

Strive to achieve our true potential and support others to do the same

Attend school regularly, on time, suitably dressed and properly equipped

Look after the school's and each other's personal property

Adhere to all the expectations, guidance and rules of this school behaviour policy

Guidelines to staff

Dealing with poor behaviour

We would expect individual class teachers and form tutors to deal with the vast majority of behaviour issues. In most cases a brief admonishment is all that is required and teachers should be equipped to deal with low level disruption, lateness and underachievement.

However, there will be times when either the situation is judged to be too serious or when students are not responding to the class teacher that a Head of Department or Learning Manager might have to be involved. In these situations the class teacher is still responsible for the behaviour of the student, but is being supported with strategies from senior colleagues. The objective is always to modify behaviour and for students to work positively with all their teachers.

In very serious situations, where appropriate sanctions may be The BASE, fixed-term or permanent exclusion, a member of SLT must be involved. For consistency, these sanctions are overseen by the Deputy Head with responsibility for behaviour. The Head teacher is responsible for all fixed term and permanent exclusions. The table below illustrates this process:

Curriculum

Tutorial/Out of lessons

Stage 1

Class Teacher

Form Tutor

Stage 2

Head of Department

Learning Manager

Stage 3

Learning Manager

Stage 4

Key Stage Manager/SLT

Key Stage Manager/SLT

Stage 5

Deputy Head

Deputy Head

Stage 6

Head teacher

Head teacher

It is vitally important that this process is followed. For example, a class teacher should not approach a Learning Manager without having first consulted and taken advice from their Head of Department. Key Stage Managers must not be approached until Learning Managers have been contacted and so on. We would expect this process to be recorded through the yellow form and tutors kept informed.

The tables on the next page are intended to give clear guidelines to teachers on appropriate sanctions. They apply to all school trips, during and out of term time, and for the journey to and from school.
Sanctions

               Tutor / Teacher

Breaking code of conduct

Earphones, wearing hats and eating in lessons

Rudeness

Homework issues

Play fights

Lack of focus on work

Student underachievement

Misdemeanours around the corridor /walkway

Low level disruption

Lateness to lesson(s) - other than first period

Telling off, detention

Telling off, detention

Time out three minutes

Contact parents through tariffs, detention

Contact parents/detention

Contact parents through tariffs, lunchtime detention

Detention

Detention form tutor

                 Learning Manager / HOD

Failure to attend class detention

'Continued' disruption to lesson

School property damaged/vandalism

Student underachievement

Persistent refusal to follow instructions (more than 3 times)

Persistent lateness

Behaviour tariff warning section (in conjunction with the BASE

Bullying

Swearing at a situation in the class

Out of school - truanting

Students interrupting other lessons

Detention on set day

Report, internal removal

Letter home/report/bill for damage

Inform parents/detention

Report

Detention

Report and removal

Report, inform tutor, parents, SLT

Report, inform parents

Report, inform parents

Report

                 SLT - may result in the BASE fixed term or permanent exclusion

Behaviour that is regarded as 'serious' will be discussed with the relevant member of SLT and a decision about appropriate sanctions will be made in consultation with Deputy Head (Behaviour)

In some cases sanctions may involve informing parents, report or detention. In most serious cases sanctions will involve The BASE, a fixed or permanent exclusion

SLT         The Base

Persistent failure to comply with the school code of conduct

Fighting

Persistent disruption of lessons

Swearing at a member of staff

Not turning up for a Learning Manager, Departmental or Senior Staff Detention (twice)

Setting off of fire alarm/extinguishers

Damage to school property including graffiti

Bullying, intimidation and aggressive behaviour

Return from a fixed term exclusion

Repeated non cooperation with a member of staff

Using lighters matches or cigarettes

*****ist, racist or homophobic behaviour

Breaching School ICT security

Behaviour tariff danger section

SLT         Fixed term exclusion up to 5 days of exclusion

Failure to comply with school code of conduct after time in 'The BASE' (repeat offences)

Continuing any behaviour outlined above

Bringing fireworks into school

Bringing alcohol into school or being under the influence of alcohol or other substances

Theft

Harassment or intimidation of a member of staff or student at school or off site

SLT           Permanent exclusions

Serious actual or threatened violence against another pupil or individual on site

Serious damage to school property

Any violence towards a teacher or member of the support staff

***** abuse or assault

Carrying or supplying illegal drugs

Carrying or using an offensive weapon

Persistent serious bullying

Where an offence is repeated after fixed-term exclusion

Where the health and safety of others is at risk inc. setting off fireworks

More than 20 fixed term exclusion days whist at Fortismere

School Based Resources

Detentions

Students can be kept in detention until 4pm without notice (the school has written to parents explaining this) or until 5pm with notice

There are a number of different types of detention in operation at Fortismere:

Individual teacher detentions

These detentions are given at the discretion of individual teachers. Examples would include failure to complete homework and behavioural issues

Form tutor detentions

Form tutors have an overview of student progress and can, at their discretion, issue detentions. Examples would be talking in assembly or lateness across a number of different lessons

Departmental detentions

Departments will organise their own detention schedule to act as a sanction for poor behaviour. An example would be persistent failure to produce homework, disruptive behaviour or failure to turn up to an individual teacher detention

Lunchtime/Learning Manager Detentions

These detentions are issued by Learning Managers or members of SLT and are for poor behaviour 'out of lessons'. Examples would include going out of school at lunch time (3 lunch times) or truancy (5 lunch times)

Late detention

This runs everyday in South Wing Hall. Any student late (arriving at lesson one later than 8.40) serves a detention until 4pm on that day.

The Report System

Departmental Report

Individual Departments will have their own reporting system which will not be part of the traffic light system. However it will inform the start of a student to go on to the traffic light system by informing tutors who will oversee the 'Green Reports' and the start of the wider report system.

Tutor Report

When a department places a child onto a departmental report it is their responsibility to inform the students Form Tutor who keeps a record of their individual tutor group behaviour. When a student is seen to be either on a green tariff score sent weekly to tutors by their LM, or to be on report with more than two departments s/he is placed on a Green Report.   This is a daily report given to a student who has consistently achieved below their target level, broken a school code of conduct, misbehaved in their lesson or misbehaved at a low level across a number of lessons; the tutor would hand this report out to the student. The parents/carers should be informed of this.

In the first instance the report would be for a minimum of three days at the discretion of the tutor, this can be increased to a maximum of ten days. The report must be signed by the class teacher and a signature should be obtained from the parent. The reason for the report can be recorded at the top of this report if applicable. The report will be reviewed by the tutor/department at the end of the period.

All reports will be kept throughout a key stage.

Learning Manager Report

This report is given to a student if a departmental/tutor report fails, the student is causing a noticeable effect around the school, the student has been involved in an incident in school, broken school code of conduct, truanted, reaching a certain level of tariffs or a parent has requested their child be placed on report. The parents/carers should be informed of this. The minimum time to be on report is one week, the maximum four weeks. The report must be signed by the class teacher, a daily signature from the parent and daily reporting to the Learning Manager.

The report will be reviewed at the end of the period by the Learning Manager and student. The parent may be invited to this meeting particularly if the report has not worked. From this meeting the student will be placed on a contract and set two targets to keep to:

a behaviour target

a learning target

Senior Teacher Report

This report is given to a student who has failed to respond positively to a Learning Manager Report or to a student who has caused or been involved in a serious incident around the school. The parents/carers should be informed of this. This report can be for up to half a term, Each class teacher must sign the report as must the parent - it should also been shown to the Learning Manager who will sign it daily and the Senior Teacher weekly. If the Learning Manager feels that the report is poor for that day the student will also be sent to the Senior Teacher.

The report will be reviewed at the end of the period by the Senior Teacher and parents.

From this meeting the student will be placed on a contract and set two targets to keep to:

a behaviour target

a learning target

It may be that from this report the student may be placed back on to a Learning Managers report for a week.

The BASE Report

This report is given to a student who is: causing concern on their tariff tally, re-entering school from being in the BASE or re entering school from a school exclusion; daily each class teacher must sign the report as must the parent and the BASE. The report can be for a minimum of two days. The learning manager will be made aware of the report at the beginning of the time and the BASE, the student, the parent and the Learning Manager must sign off the report at the end and one target agreed on:

a behaviour target

The reports should be kept for the students Key Stage in a central area in the Learning Managers office. All reports therefore should be returned to the Learning Manager at the end of its agreed term to be filed.

There will be a 'traffic light' system of reports, so that other staff can see the severity of the report from its colour

Tutor

Green

Early warning / low level

Learning Manager

Amber

Cause for concern

Senior Teacher

Red

Serious incident

BASE

Blue

Cooling off

Wing based detentions

Each wing will run a lunchtime detention session from 1.30 - 2.00 pm. This detention is for the use of tutors and staff if a child causes a misdemeanour in the corridors or around school campus during the day. It will also be used by the BASE for students to return to their wing and be kept in during lunchtime.

Senior Staff Referral

When a situation occurs that is considered by a member of staff to be:

A risk of health and safety

A situation which is unable to be contained

Or no other member of the Department is available

A senior member of staff must be called. In the first instance the Senior Member of Staff will deal with the situation and usually withdraw the student. In most cases the student will then be returned to the department. A yellow form must be completed by the member of staff in the classroom. However, if it seems that the student cannot return or the behaviour was so severe it is no longer a departmental issue, s/he will be kept off timetable with senior members of staff for the day until a suitable sanction can be delivered. This could include: referral back to the department when the student has had time to reflect or time in the BASE through consultation with the Deputy Head (Behaviour)

Students can also be placed on senior staff lunchtime detention in the appropriate wing.

The Tariff System - Yellow and Mauve Forms

There are two tariff systems currently in place at Fortismere; they are filled in by staff, collated by admin and published weekly to senior and middle leaders, who use the information generated to guide preventative work and to inform and track both positive and negative behaviour around the school.

Negative tariffs

A yellow form is filled in by a member of staff; it is left to the discretion of the member of staff to decide on the severity of tariff, they then pass the sheet on to admin to log the tariff number against the student. If the incident is more severe the sheet should be passed on to the next senior member in line or a member of SLT. Each week a member of SLT *****yses the tariffs and publishes a list to Learning Managers and the BASE to guide work with our students who struggle in maintaining positive behaviour around the school.

Positive tariffs

A mauve form is filled in by a member of staff which outlines the positive efforts made by students during a lesson or around the school campus - ranging from excellent class work and effort to making a positive contribution to school life. These are then sent to a member of admin to log the tariff on the school system. The tariffs are accumulated over a school year and students receive recognition through post cards home, letters/certificates from Learning Managers, Heads of Department, Senior Leadership Team and ultimately the Head teacher. Year assemblies are used as a vehicle to promote positive achievement; this system ultimately feeds into our Prize Giving award ceremony which is a school celebration of achievement and outstanding excellence in the field of education.

There will be a 'change team' set up in January 2008 to review and evaluate our rewards system. This will be operational by summer term 2007.

The BASE

(Behaviour Assessment Support Education Unit)

The Base is positioned on the school site and consists of specially designed classrooms on two floors. These consist of an Isolation Room and a classroom for workshops and 1:1 teaching.

The Unit is able to accommodate a maximum of twelve students The Base runs its own timetable and it will reflect the school's curriculum.

Behaviour is monitored by the whole school Tariff system.

The Isolation Room is a classroom that is designed for monitoring each student's behaviour. The student can be placed in isolation for a maximum of five days. A clear code of conduct is set and students will have to follow this.

Although we are a Behaviour Unit we feel it is vitally important to keep the nurturing side open for students who need further guidance to help them achieve their potential.

1:1 sessions will be organised to help these students.

An opportunity to visit an outside organisation might be offered, for example a primary school, so that students can gain a sense of care within the community around them.

After a period of assessment in The Base and the student has achieved his/her targets they will return back to normal lessons. The student will continue to be monitored and a report card will be issued for a set date, it is then signed by teachers after each lesson and checked by The Base at the end of every day.

The School Counsellor

Students can self-refer to the school counsellor. Referrals are made by the school when it is felt that ongoing personal issues may be affecting a student's progress or behaviour.

'Safer Schools' Police Officer

As part of the Metropolitan Police safer schools initiative, we have a full-time police officer on site. The role of this officer includes:

Supporting the School's behaviour policy

Dealing with students who break the law

Advise members of staff and students

Conduct assemblies and lessons

Creating a positive role model

Outside Agencies

The School may, where appropriate, make use of one or more of the following outside agencies if it is felt this could be of support for the student:

The Police

In the event of an emergency colleagues should contact a member of SLT and the police will be called. An emergency could be an assault, an intruder or a major theft.

Haringey YIP (Youth Inclusion Project)

This organisation accepts referrals from school as well as the Youth Offending Team, who normally only accept referrals from the Police. They will attach a key worker to 'at risk' students and liaise with home and school to support behaviour improvement. They come into school for one-to-one support sessions with the student.

Haringey Vulnerable Young Persons Worker

He/she will interact with Home and School when there are concerns for the welfare of a child or if they are at risk of exclusion from school. They often support students who are vulnerable to drug or alcohol abuse.

Social Services and Child Protection Team

School will make a referral to a duty Social Worker at either Haringey or Barnet when information has been disclosed that a child is at immediate risk or danger. This is usually if there is an issue with their carer or support at home but we might also contact them if we think the child is at risk in the community. A referral in this instance would be made by either the Learning Manager or Child Protection Officer.

Adolescent Outreach

This team will respond to referrals only via Social Services. They will take on cases that are perhaps not so serious that they need social worker involvement. After a period of working with the student, their parents and the school they will feel ready to either complete the case or refer back to Social Services.

'Open Door' Counselling

Based in Crouch End, these counsellors offer 6 week counselling sessions and will take referrals from Schools. They offer a combination of one-to-one sessions and family solution-based therapy in this 6 week period. After this time they will either complete the sessions or refer to CAMHS

CAMHS

A government funded Mental Health Service which is attached to some Hospitals. There is one at Barnet Hospital and one at St Anne's Health Centre. We can refer when we believe a child has mental health problems or if a child is in need of an assessment for educational purposes i.e. for a statement.

Educational Psychologist (EP)

SEN coordinator can make referrals for assessments for those students whose behaviour in lessons is putting them at risk of exclusion. The EP will liaise between school, home and student and then make recommendations based on their findings. This may lead to a Statement of Educational Needs or recommendation for further assessments by CAMHS.

The Tavistock Clinic

The Tavistock offers family and one-to-one therapy from school referrals. They will work largely with students with mental health concerns or behaviour issues whose school and personal life is being affected by their behaviour or lack or progress.

Haringey and Barnet SEN teams

The school can request support from these teams if we have a child with a statement on roll that is at risk of exclusion. This will normally result in an urgent Annual Review being called with new measures of support being offered as part of the statement. We would also liaise with these teams if we were trying to organise more suitable educational provision (e.g. Special School).

Haringey Behaviour Support

This team offers to support the school working with students who are at risk of exclusion due to poor behaviour. If the form is accepted the team will liaise with the Learning Manager and School Behaviour Team. This will include observation of the students and strategies to help teachers manage their behaviour.

Haringey LAC Team

They will offer support for any child who is at risk of exclusion who is on the Looked After Child Register. They appoint a named Case Worker who will liaise between the school and a student's carer/s.

Haringey Pupil Support Centre

The PSC can carry out educational and behaviour assessments of any student who is at risk of exclusion. They will normally liaise with an Educational Psychologist and then make their own recommendations about the type of support they can offer. They will also take students at risk of permanent exclusion on roll for fixed periods and work with them until they are ready to return to mainstream education.

Neighbouring colleges of FE (CoNEL, Southgate, Barnet)

We work closely with local colleges of Further Education in attempting to find appropriate courses for students who are struggling to access the curriculum at Fortismere and who may benefit from a fresh start at a new place with a more appropriate curriculum.

Review and Evolution

We see our behaviour policy as a working document that will naturally evolve. An annual review and evaluation of the behaviour policy will take place in the summer term of each academic year and will involve consultation with students, staff, parents and governors.

The process is as follows:

A questionnaire will be made available to stakeholders in our community regarding the current behaviour policy in place. This will then be *****ysed by a member of SLT. Following on from this an invited 'change group', along with senior leaders involved, will review and evaluate issues raised in the questionnaire and propose changes to the current behaviour policy. Following governor approval, the changes, if any, will be implemented in the following school academic year.

Complaints Procedure

In the event of a parent/student having a complaint about how this policy has been implemented we highly recommend that, in the spirit of partnership, parents contact the school by telephone or e-mail to discuss the complaint with the relevant member of staff.

We would fully expect any complaint to be fully resolved at this level; however, if this is not the case then parents should contact the student's Learning Manager or the relevant Head of Department.

In the highly unusual event that this action has not resolved the situation then please contact the Key Stage Manager who will liaise with the Senior Leadership Team at School.

If the complaint has still not been resolved then parents can contact the Governing Body of the School who, through the Pupil Disciplinary Sub-group, will consider and adjudicate on complaints.

Finally, there is an Independent Appeals Panel.