School Behaviour Policy
This document sets out the Behaviour Policy for Howard House School. It is a working document that will be subject to review. This document is a guideline and it will only work if each member of staff implements it in a consistent way that is supportive of both staff and students.
The behaviour of students we teach is the responsibility of every member of staff, and it is the responsibility of each of us to support each other when things begin to get difficult.
The aims of the school's behaviour policy are consistent with the school's mission statement and seek to enhance the overall aims of Howard House School.
The school has a Code of Conduct that is applicable to both staff and students. Staff are the major adult role models and therefore need to be acutely aware of their own behaviour and how to use it to provide opportunities for pupils to learn.
Types of Behaviour
Prior to responding to young people’s behaviour, it is important that all staff learn to discriminate among several categories of behaviour.
For Appropriate Behaviour there is a wide range of procedures available as staff responses, mainly focused on forms of positive reinforcement, positive social interaction and the privilege system.
For Inappropriate Behaviour there are some behaviours which will require a low level response and others which would require a high level response. The procedures are designed to allow a graduation of response to these categories. The majority of inappropriate behaviour should initially be dealt with using low level interventions and only if the behaviour escalates should the response increase accordingly.
It is crucial that staff remain calm when dealing with students who are not behaving as we would wish.
Low Level Responses to Behaviour
Positive attention is a way to increase a child’s desirable behaviours by giving recognition, feedback and praise when he/she does the things you would like to see more often.
Introducing a new activity is a way of changing behaviour by altering the stimulus conditions or context in which it occurs.
Engaging children in conversation is one way of delivering positive attention for desirable behaviour.
Granting polite and reasonable requests can demonstrate the correct way to ask for things.
Offering rewards is a means of increasing desirable behaviours.
Give simple and clear instructions.
Positive attention for alternative behaviour is a means of reducing a mildly undesirable behaviour.
Deliberate ignoring is a way to decrease mild undesirable behaviour which appears to be maintained by adult social attention.
Natural and logical consequences are a way of decreasing undesirable behaviour by removing objects or activities from a child
Verbal reprimands are clear, unambiguous instructions to children to stop engaging in some undesirable behaviour.
High Level Responses to Behaviour
If a student continues with high level inappropriate behaviour then staff should adopt a common language in dealing with the student and follow the 4 step response below
I am asking you to stop………….
If you don’t stop………..you will lose points for behaviour.
If you do not stop………..you will be removed from class.
Call for support and the student is removed.
Student’s behaviour may require them to be withdrawn from a classroom situation and spend time out working in a separate room with a member of staff. When it is felt the student is exhibiting an acceptable level of behaviour they will be returned to class.
It will occasionally be necessary to exclude a student from school. (See below for more on our Exclusion Policy)
Occasionally a teacher or other member of staff may need to use a physical intervention to prevent a student from injuring him/herself, injuring another student or damaging property or to remove a student who is persistently causing a disruption. Its purpose must be to avert immediate danger, and the element of force involved must not be more than is reasonably necessary in the circumstances. (See Positive Handling Policy). All such incidents will be recorded. The Physical Intervention write-up may be used as evidence in a case where a student or parent feels that the Physical Intervention was inappropriate and/or unnecessary and therefore all entries should be professional. Staff will have annual training in the proper use of Physical Intervention (CALM)
All incidents of misbehaviour are recorded in the school system. Misdemeanors recorded here are discussed at the end of each day and may be dealt with by either the tutor or class teacher reporting the misbehaviour. Exceptionally, such incidents may be dealt with by SLT.
Withdrawal which involves removing the person from a situation which causes anxiety or distress to a location where they can be continuously observed and supported until they are ready to resume their usual activities. If a student cannot suitably behave in this room they will be taken to time out. When they are ready to work they return to withdrawal and ultimately to class.
The Points System
The school reward system is based around a daily report that is kept by teaching staff. Students can achieve a maximum of 500 points for the week.
Points are calculated for the week and a level is recorded for each student based on points accrued for the week. Students are rewarded with an enrichment activity on a Wednesday afternoon that is dependent on the level of success for the week.
STUDENTS SHOULD BE CONSTANTLY REMINDED OF THE EFFECTS THEIR BEHAVIOUR MAY HAVE ON THEIR POINTS IN EVERY LESSON BOTH POSITIVE AND NEGATIVE.
THE WHOLE POLICY RELIES ON ALL STAFF ADOPTING A CONSISTENT APPROACH TO BEHAVIOUR
Howard House Exclusion Policy
Howard House School has a system of rewards and sanctions in place including a whole school privilege system. This is necessary in order for the school to help define acceptable boundaries within which students and teachers can work, thus helping students to reach their full academic and social potential.
It may be necessary on occasions for the Head teacher to exclude a student and he/she reserves the right to do so. This decision is never taken lightly but will be the result of a far reaching assessment of the situation.
Actions which may result in either a fixed term or permanent exclusion may include:
Carrying, threatening or use of a weapon
acts of violence
acts endangering the safety of self and/or others
Drug related activity.
persistent refusal to comply with school rules
Howard House School aims to work with parents/guardians in a partnership in order to support the young people on roll. In the event of a student being excluded an attempt is made to inform parents/carers by telephone or personally if possible.
A letter of exclusion is sent by post to:
The Student’s Education Officer/ Local Authority
The Education Social Work department
Any other involved agencies where appropriate e.g. Social Services
Included in the exclusion letter is an explanation of the parents/guardians right to appeal either through the Operations Manager.
Before a student is re-admitted into school following a fixed term exclusion parents/guardians may be invited to attend, with the student, a meeting to discuss a programme of re-integration, outlining expectations so that this happens within a positive and supportive framework.
Howard House School recognises that excluding a child from school, whether it be fixed term or permanent is a last resort and all other options will have been explored and tried before exclusion is an outcome.
Reviewed Date: February 2019