Our Behaviour Policy

This policy is divided into the following sections:

• Introduction, Purpose and Aims of the Policy
• Ethos and Principles
• School Code of Conduct
• The Rewards System
• Procedures in the Classroom
• Procedures Around School
• Procedures Outside School and on Trips
• Analysis of IRIS Data
• Students with Consistently Challenging Behaviour
• Students Facing Possible Permanent Exclusion
• Involvement of Parents and Carers
• Monitoring and Evaluation of the Policy
• Stakeholder Consultation

A. Introduction, Purpose and Aims of the Policy

"Good behaviour is a necessary condition for effective teaching and learning to take place and an important outcome of education which society rightly expects." ***

***[From Good Behaviour and Discipline in Schools, HMI report.]

At Pensby High School for Girls we place students’ learning, safety and happiness very firmly at the centre of everything we do. The core purpose of the school is to ensure that each young person learns to the best of her ability, that she has opportunities to develop into a responsible, caring and well rounded adult and that she enjoys attending school and sees it as a positive experience.

To achieve this we have to make sure that our school is well disciplined so that each of our students can be: safe, happy, and achieve their maximum potential.
This policy is founded on a system of behaviour management called Behaviour for Learning (BfL). The system is already used with considerable success in many other schools around the country. This document outlines the aims, principles and use of BfL as it will operate at Pensby.

The overriding aim of the policy is to seek to reward students who work hard and who show respect for others. It is to celebrate students who support, engage with and enable the learning and teaching process to take place. It is also to ensure that we have clear and consistent procedures in place to deal with the small minority of students who do not allow learning and teaching to take place.  Whilst sanctions will be used for those students who choose to behave negatively the school has numerous support mechanisms in place to support students in developing more positive behaviour,

It is our responsibility as teachers at the school to work in partnership with parents to seek to ensure that this happens. It is the responsibility of parents to support us by reinforcing the clear behaviour expectations set out in the Code of Conduct (See attached) which is central to this policy. The policy will operate in Key Stages 3 and 4.

We will be using our ICT system IRIS to record and track positive and negative behaviour. For positive behaviour students can be rewarded with credits. Negative behaviour will be logged and there will be different consequences as appropriate. All staff will have the facility to input rewards and log behaviour incidents via school computers and their laptops. This will enable us to have a profile of each student’s behaviour negative and positive.

B. Ethos and Principles

• All students and staff must be respected as people, valued and treated as individuals
• The quality of the relationships between staff and students and the creation of a positive ethos make a major contribution to standards of behaviour.
• Good behaviour should be modelled by staff.
• Discipline and control must be fair and consistently applied.
• Expectations of behaviour must at all times be realistic.
• Positive consequences (rewards) are fundamental to promotion of good behaviour.
• Clear expectations about behaviour are set out in the Code of Conduct which students have had a part in establishing. These are displayed in all classrooms.
• Students are responsible for their own actions. In discussion of behavioural issues with students, the language of choice should be used as much as possible whilst it is made clear to students what consequences will follow if students choose to go against the agreed expectations.
• Self-discipline is an absolutely vital life skill which must be nurtured in students.
• Students should not be made to feel that it is themselves as individuals who are disliked; rather the emphasis must be on the students’ inappropriate behaviour.
•  Students will not always behave appropriately and some students will need more support than others in order for them to manage their behaviour appropriately.
• A team approach should be adopted towards behaviour management. Staff must always be supported by their line managers in challenging and dealing with inappropriate behaviour and should seek to support each other in resolving conflict situations that arise.
•  When a disciplinary issue does have to be referred to a line manager, member of the Pastoral Team or Leadership Group, then the member of staff concerned should stay as involved as possible in the outcome and should be kept informed about any action taken.

C. Code of Conduct

‘Think of Others is the Minimum Expectation’

Pensby High School for Girls is a large community and everyone’s actions can affect others.  It is everyone’s right to work or learn in a pleasant and safe environment.  Any actions which result in others being inconvenienced, take people away from their main job or cause hurt or embarrassment, are unacceptable.

The school’s Code of Conduct states clearly what is acceptable and what is not.  All actions have consequences and students who cannot act appropriately will find that sanctions will be used until they can.  The rules are straightforward and based on good manners, health and safety and ensuring a good learning environment so that each individual can reach their full potential both academically and as a caring, supportive member of the community.

Principles of Behaviour in School

The school aims stress how important we feel it is to ensure that all individuals have access to the best education possible.  Standards are not negotiable and every pupil has an important part to play.  Individual students will not be allowed to adversely affect the progress and well-being of any person in the school.

Self discipline is very important and the school will do everything it can to help individuals understand how, in everyday life, it is vital that they display control at all times.  Teaching and learning is the main function of the school and we will encourage all students to take responsibility for their own learning as well as for their own and others’ property and the environment.

Students will be given the chance to take on responsibility and so help others as well as themselves, this includes form captains, partnered reading, sports leaders, prefects, school bank, buddies etc.

It is important that positive relationships are built on respect.  This will depend on the acceptance that basic rules are required and that each individual is accountable to the community as a whole. 

Basic Principles

Expected of All Students at all Times - Personal Actions

• Try to understand others’ points of view.
• Think before you act.
• Do not do anything to inconvenience others.
• Be polite and helpful.
• Be good mannered.
• Be willing to work with or help others.
• Be honest and truthful.
• Always try to do your best.
• Be reliable and take responsibility for your actions.
• Attend regularly.
• Be responsible for your own belongings.

Around the School

• Be punctual (on time) – to school, lessons and activities.
• Communicate considerately – talk quietly, do not shout and listen when asked.
• Move around sensibly – on the left, no running and hold doors open for others.
• Respect the environment – put litter into bins, do not damage or mark furniture, fittings or the buildings.
• Stay within the school uniform guidelines.
• Do not eat or drink (except water) around the school.
• Do not chew gum.

Lessons

• Wait quietly outside the room.
• Enter when requested and get your books and equipment out.
• Always ensure you take everything you need for lessons.
• Work sensibly and to the best of your ability.
• Do not distract others.
• Put your hand up when you need help, be prepared to wait your turn.
• Always follow your teacher’s instructions.
• Listen carefully and be silent when asked.
• Contribute to lessons but do not shout out.
• Pack away only when the teacher tells you.
• Record homework in your diary.
• Leave the classroom tidy and put rubbish in the bin.
• Leave quietly when the teachers tell you.

Break / Lunchtime

• Only use the rooms you are supposed to.
• Stay inside or outside as appropriate, do not wander around.
• Do not eat or drink in classrooms or corridors.
• Leave rooms tidy.
• Work quietly in the library and other quiet rooms.
• Do not touch or move anything in rooms.
• Do not hang around the toilets.
• Queue quietly for lunch, bags should be on your coat hook or in your locker.
• Always ask for an early lunch pass if you need one.
• Ensure you clear your table after lunch and put everything away.
• Treat midday assistants with courtesy – they are members of staff.
• Do not sit on tables or put your feet on chairs.
• Stay on the school premises unless given permission to leave

The Law
The law applies to everyone in school just as it does elsewhere.  It does not matter if we approve or disapprove.  Breaking the law will be taken extremely seriously. All of the following are situations where the law is being broken.

• Truancy
• Purchasing / consuming / bringing into school: Alcoholic drinks, Cigarettes, Illegal drugs
• Physical and non-physical abuse.
• Vandalism / damaging property.
• Sexist / racist behaviour.
• Theft.

D. The Rewards System

The Elton Report noted that a rewards/sanctions ratio of at least 5:1 is an indication of a school with an effective rewards and sanctions system. The Learning Behaviour similarly recommended that all schools should have a wide range of rewards and sanctions which are applied fairly and consistently.

Praise begins with frequent use of encouraging language and gestures, both in lessons and around the school, so that positive behaviour is instantly recognised and positively rewarded. A more formal system of credits and prizes can also be used to recognise and congratulate students when they set a good example or show improvement in their behaviour. Rewards might include, for example:

• 'congratulations' and 'good news' postcards home
• personalised letters to parents
• certificates which recognise positive contributions to the school community
• celebration evenings involving parents
• special privileges
• credits which can be used to purchase prizes
• trips and outings

Praise and rewards may be for an individual pupil, whole class or year group.
It is advisable to pay attention to those who have previously been associated with poor behaviour, or who have been less likely to meet standards, so that it is not always the same ('good') students who receive praise and rewards.
Striking the right balance between rewarding students with consistently good behaviour and those achieving substantial improvement in their behaviour is important. This can help improve relations with parents who have become tired of receiving letters and phone calls when things go wrong.
Staff should also monitor any emerging patterns — revealed through, for example, an annual behaviour audit or a routine recording system — in relation to age, ethnicity, gender, special educational needs, disability etc. and take appropriate action to avoid bias.

Procedures

THE INFORMAL SYSTEM

The whole emphasis of this system will be towards rewarding students.  Teachers will look for opportunities to reward students.  This will be done on an informal as well as a formal basis.  Subject teachers, Form Tutors, Progress Leaders, non teaching staff and especially Senior Management will praise girls and offer encouragement and support when opportunities arise.  In the main this will be done verbally to the individual or may involve more public praise in front of a class of students or in assembly.

THE FORMAL REWARDS SYSTEM

This system will reward achievement, attainment and effort throughout the school from years 7 – 11. There are a number of routes through which students will be rewarded.

THE CREDITS SYSTEM

The Credit System will operate for all pupils in Year 7 to Year 11.  The credits gained can be accumulated and exchanged for prizes/gifts at any time.  The rewards available will change from time to time, in consultation with the School Council, and have specific credit values.  As well as rewards pupils will receive credit certificates that recognise their achievements.

Bronze Level - 50 credits
Silver Level - 150 credits
Gold Level - 250 credits
Sapphire Level - 350 credits
Ruby Level - 450 credits
Emerald Level - 550 credits
Diamond Level - 650 credits and so on

There will be strict criteria for awarding credits.  Students will be rewarded credits for the following:-

• Attainment and Achievement
• Attendance
• Citizenship
• Excellent attitude, courteous, helpful
• Extra curricular activity or representing the school
• Improvement

Credits will not be awarded for the following:

• Adhering to the school Code of Conduct which every teacher has the   right to expect from a pupil.
• Tasks performed by a pupil at the request of a member of staff where              that pupil has been selected to the exclusion of all others.

Overuse will devalue the system whilst underuse will be demoralising.

All credits will be entered into the IRIS system.

Attendance and punctuality are also very important attributes which we must recognise and reward.  At the end of the year all pupils with a 100% attendance will be awarded, in assembly, a Gold Credit (equivalent to 100 credits), pupils with > 98% but <100%, a Silver Credit (50 credits) >96% but < 98% a Bronze Credit (25 credits).  These can be taken by the pupils to be added to their credit balance.
Students will be encouraged to keep their certificates in their e Portfolio.

The collection of credits, for the awards, will not stop at the end of a term or at the end of the school year.  Instead they will be carried over so that it will be possible for all students to gain Certificates.  Students will not be competing for credits against other students but will be working towards their own personal achievements. 

PRESENTATION EVENING - PRIZES FOR ATTAINMENT, ACHIEVEMENT and 100% ATTENDANCE.

These will be presented to students from Year 7 –10 at Presentation evening in July. Attainment awards will be based on attainment grades on a pupil’s end of Year report Achievement in those areas that relate to class work, course work and examinations.  The end of year report will be supported by the monitoring grade information if necessary.  Awards will be presented to students who attain the highest grades across all subjects in the year group.  Up to twelve awards will be presented in each year group.  For Achievement the Progress Leader will nominate students in consultation with Form Tutors.  Students who have 100% attendance for the whole school year will also receive awards. The prizes will be presented in the form of gift tokens.

COMMENDATION POST CARDS

The Head Teacher will send Commendation Post Card to all students who achieve well on their Monitoring Grades and End of Year Report. This will be based on the data for commitment for learning, behaviour for learning and homework.

ATTENDANCE CERTIFICATES

Students who are 100% attendees will be awarded certificates in assembly at the end of each term.  As students move through the school, if they maintain 100% attendance on a cumulative basis, they will receive prizes in addition to their certificates.  The value of the prize will increase as the cumulative total increases. Those students with 100% attendance over the whole year will be awarded credits and certificates.

E. Behaviour for Learning - Procedures in the Classroom

‘Actions Bring Consequences’

There will be two types of consequence:

• Positive consequences, called rewards awarded as credits

• Negative consequences, called ‘C’s which are numbered 1-5, depending upon the seriousness of the misbehaviour.

BfL will operate in classrooms, tutor rooms and around school.

The behaviour policy is based upon the principle that Actions Bring Consequences (ABC). We all have to take responsibility for our actions and we have to accept the consequences if we make inappropriate choices about how to behave.

The BFL system is designed to warn students when they are misbehaving that there will be a consequence if they choose to continue. In this way we are aiming to help students develop self-discipline and to avoid the negative consequences.

Normally (unless the misbehaviour is extreme) the student will be given a verbal warning and then move onto the Consequence system of two clear warnings that their behaviour is inappropriate and will be given time to correct the behaviour. Students who choose to continue with poor behaviour will receive a detention set by the subject teacher.

How BfL works in the classroom:

2. Rewards:

            Rewards will be in the form of credits which will be recorded on the school IRIS system. All staff can, and are encouraged to, give rewards. Rewards are awarded under several criteria:

• Attainment and Achievement
• Attendance
• Citizenship
• Excellent attitude, courteous, helpful
• Extra curricular activity or representing the school
• Being enterprising

            The number of rewards achieved by each student will be collected on the IRIS system. Students will be able to exchange their rewards at any time from a list determined by the students through the Student Council and sanctioned by the Headteacher. These items may include vouchers, lunch tickets, cinema tickets, Pensby stationery etc.
An Awards Evening will be held every July where students will receive additional recognition for attainment, achievement and 100% attendance.
How BFL works in the classroom:

3. Consequences:

If students misbehave during a lesson the teacher should issue a verbal warning. After this the teacher will begin issuing ‘consequences’. The consequences will be recorded on the board in the classroom by the teacher writing the student’s name and writing C1 alongside it. Staff must always start with a C1. Students who choose to continue to misbehave will move up the consequence scale. Depending on the severity of their actions some students will move through the four stages very quickly. The scale of consequences goes from C1 to C5:
C1 - First warning Student name and C1 written on board. The teacher will tell the student what she is doing wrong and how to correct it. If a student chooses to continue to disrupt the lesson and prevent others from learning, the teacher will issue a:

C2 - Second warning Student name and C2 written on board. A warning is given in a similar manner to C1.The teacher will then give a 10 minute detention. This is recorded in IRIS. If a student chooses to continue to disrupt the lesson and prevent others from learning, the teacher will issue a:

C3 – Faculty detention Student name and C3 written on board. Teacher issues a Faculty Detention on the IRIS system. This will be 30 minutes after school. This must be recorded in IRIS. If a student chooses to continue to disrupt the lesson and prevent others from learning, the teacher will issue a:

C4 – Student removed by Head of Faculty or is sent to Head of Faculty. The Head of Faculty or teacher will enter this in IRIS and issue a school detention which will be 40 minutes. This information will go through to the Behaviour Manager who will take care of the further administration.

C5 – SLT removal when very serious incident occurs. SLT can be sent for to remove student to Behaviour Support Unit. This will be entered on the system by the class teacher. This will automatically result in a Senior Leadership detention. The member of the SLT will also send a letter home to parents/carers having discussed the details more fully with the teacher concerned.

At the end of the lesson, provided they are calm and cooperative, removed students will be allowed to go the rest of their lessons for the day. However, the following day, it may be necessary for the student to spend some time in the Behaviour Support Unit or for them to be excluded from school for a fixed period. At the very least they will be given a School Detention. Some students may find that they have privileges removed e.g. school trips, the talent show etc. If students fail to turn up for detentions they will automatically move up to the next level.

C5 Internal Exclusion or Exclusion:

The use of Internal Exclusion in the Behaviour Support Unit is a very serious sanction and it provides an alternative to fixed term exclusion. Students will work on tasks provided by their normal class teacher. There will be zero tolerance in this room; any student who behaves unacceptably will be removed and may face a Fixed Term Exclusion.

Aims:

• To improve student behaviour by emphasising the principle that

Actions Bring Consequences (ABC).

• To allow time for students to reflect upon the consequences of their      behaviour.
• To ensure that student learning can continue during the sanction.

Students will only enter Internal Exclusion through the proper referral process. Students will only be placed into Internal Exclusion at the discretion of the Headteacher, Deputy Head or Assistant Head Pastoral. The length of time a student spends in the Behaviour Support Unit will depend on the severity of their negative actions. Parents will always be informed when students are being placed in the Behaviour Support Unit.

The Behaviour Support Unit will be a very structured environment where students are expected to comply fully with all the rules. All activities will be at the direction of the Behaviour Manager who is in charge. Students will be expected to complete the work set by their subject tutors to the very best of their ability and will be encouraged to do so. Praise will be given for good work and cooperative behaviour at the end of the day. The Behaviour Manager will work with the student to analyse their behaviour and support in the modification and redirection process. (See later section on Behaviour Support Unit).

F. Behaviour for Learning Around School

The management of pupil behaviour around school is more complex than that in the classroom as there is no one person responsible in the first instance. Behaviour around school is the responsibility of all staff at all times during the school day including lunchtime. If the Behaviour Policy is to be applied consistently then all staff must respond to unacceptable behaviour otherwise the students will received mixed messages, will play staff off against each other and will think conformity is not important.

Negative behaviour around school can take many forms and will be breaches of the Code of Conduct. It is important that when staff identify any of these behaviours that they do respond whether it is a breach of uniform or something as serious as a fight. Staff will need to use their judgement as to when ain incident is serious enough to be pass upwards through the students Progress Leader.

In most instances staff will impose a sanction to a student through the SCHOOL CONSEQUENCE SYSTEM. This will include lateness to lessons, the wearing of make-up, incorrect uniform, chewing gum and eating on corridors both in lessons and around school. They should be told to report for a Consequence Detention the following lunchtime in Room 15. The member of staff will then enter this into IRIS. This will be entered as an S3. The Behaviour Manager will publish a list of the names of the girls who are to attend this detention which will be placed on the notice board near the pupil entrance. Students who fail to turn up for this detention will be seen by a senior leader during the afternoon and placed in an After School Detention for 40 minutes. This will be entered into the system as a C4. If they fail to attend they will then be placed on Senior Leadership Detention which will be a C5. A fixed term exclusion may result if a pupil fails to attend this Detention. The Behaviour Manager will monitor the Consequence Detentions. If a pupil receives a Consequence Detention twice for the same offence then they will go straight into an After School Detention at C4. A third offence for the same misdemeanour will mean that a pupil will go straight into Senior Leadership Detention at C5.  

G. Behaviour for Learning Outside School and on Trips

School trips and visits

When students are on school trips then the teachers in charge are obviously responsible for the management of the pupil behaviour. Any incidents that arise should be dealt with using the strategies outlined previously for the Management of behaviour in the Classroom. Where incidents are of a more serious nature then they should be referred to Pastoral staff on return to school

Incidents outside school

The school will only concern itself with incidents involving students on the way to and from school. These will be dealt with as they are brought to us. Progress Leaders will deal with the issues in the first instance and then pass on to the senior pastoral team if necessary. There will be occasions when problems arise in the evenings and at weekends. These do not concern us although we often find ourselves having to deal with the ‘fallout’, which we may have to do if it is preventing the learning of students.

H. Analysis of IRIS Data and Pastoral Team Response

Progress Leaders and other pastoral team members will monitor the IRIS entries on a regular basis. From this analysis they can decide what further action if any needs to be taken.

I. Students with Consistently Challenging Behaviour

It is clear that the majority of our students are well behaved. Some may have periods in their school career when they are off track but generally through a system which rewards positive behaviour and offers support and guidance these students develop into positive, model students. There is a very small minority of students who are defiant and rude to staff in the extreme, who makes serious breaches of the Code of Conduct or who break the law. Some of these youngsters may well be in danger of fixed term or permanent exclusion whilst others may have disabilities or be deeply disturbed. In such instances the school will endeavor to support the students to prevent disruption to their education. When the pastoral team has serious concerns about a student’s behaviour there a number of staff within school whose support can be enlisted to work with the young person to help them in modifying their behaviour.

The SENCO and School Nurse

By the time a student is referred to the Assistant Headteacher Pastoral then a number of strategies will have been tried to modify that student’s failure with little or no success. At this point we will need to investigate whether there is a root cause to the negative behaviour. At this point the SENCO and nurse will need to be involved to try to determine whether there are health issues, social and emotional issues, learning difficulties etc. At all stages we will work with the parents and involve any necessary outside agencies. It may be necessary for the student to be observed in lessons or we may carry out own Behaviour Assessment. At this level the student will be included on the SEN register for EBD and a Behaviour Plan will be drawn up.

The Learning Mentor

The role of the Learning Mentor is to eradicate barriers to learning. Negative behaviour and disaffection are only two of many barriers. However, the negative behaviour displayed by many students is often a symptom of a host of other problems that a student may have. Students may be referred to the Learning Mentor if it is felt appropriate.

Behaviour Support Unit

There are two routes into the Behaviour Support Unit:
1) Students may go to the BSU for a short term cooling off period as indicated previously when they have been withdrawn by a member of the Senior Leadership Team at C5. In most instances the student will be punished with an SLT detention so the BSU cooling off session is not a punishment. The BSU Manger will need to support in the “cool down”. This will involve work on anger management, analysis of behaviour etc.

2) The Assistant Head or Deputy will place students in the BSU for longer periods when the student’s behaviour is at a critical level and all else has failed. The Behaviour Support Unit has two functions: one punitive and one supportive, positive and behaviour modifying.

The Punitive Nature of the Behaviour Support Unit

It will be an unpleasant, austere room where students will be expected to work in silence and systems will be very regimented. Students will be in the BSU for breaks and lunchtimes as well as at every other time in the school day. Misbehaviour in the Unit will lead to an extension of the students stay. The BSU is intended to be an extremely unpleasant place where students will not wish to return to. If students become recidivists then it is likely that they will move on to the next stage of possible fixed term exclusions, case conferences, behaviour contracts and possible permanent exclusion. But if we accept that we wish to support our students and modify their behaviour then the Behaviour Support Units other primary function is paramount.

The Supportive Nature of the Behaviour Support Unit
The Behaviour Manager will work to support students in modifying their behaviour. A number of strategies and programmes are available for this:

• Getting to know students and gaining their trust
• Self Esteem programmes
• Strategies to prevent negative behaviour
• Anger Management
• Actions and Consequences
• Social Skills Enhancement
• Circle of Friends
• Empathy and Restorative Justice

The Behaviour Manager will work closely with parents/carers.

J, Students Facing Possible Permanent Exclusion

Pastoral Support Program

There are occasions when an individual’s behaviour becomes an increasing concern. Disaffection and disruptive behaviour sometimes leads to a fixed-term and occasionally permanent exclusion from school and can cause a pupil’s parents/carers, teachers and others considerable stress. In extreme cases the School will set up a Pastoral Support Programme (PSP).

Main principles of a Pastoral Support Programme

1.1 The Pastoral Support Programme (PSP) is a school-based intervention to help    individual pupils manage their behaviour. It will be needed in particular for those pupils whose behaviour is deteriorating rapidly. The PSP will identify precise and realistic behaviour outcomes for the pupil to work towards. The Deputy Headteacher Pastoral will oversee the PSP.

1.2 The purpose of a PSP is to enable staff to follow a consistent approach    to managing a pupil and to support pupils in reaching identified targets. It will not be a record of incidents or misdemeanours, rather a positive focus on need and behaviour patterns that will be addressed with support.

1.3 A PSP will be automatically set up for a pupil who:-
is at serious risk of permanent exclusion
has had two or more fixed period exclusions
displays rapidly deteriorating behaviour
is at serious risk of criminal behaviour
has been identified as being at risk of failure through disaffection.

When a PSP is set up for one of the above reasons the principal officer for Admissions and Exclusions will be informed.

Setting up the programme

1.4 The programme will be agreed with parents, who will be regularly   informed about their child’s progress. To set up a PSP, the school will invite the parents and an LEA representative (where the pupil is at risk of permanent exclusion) to discuss the causes of concern and what is reasonably required of the pupil to put right the situation, both academically and socially. The LEA will agree with the school what monitoring and help it will offer.

1.5 Other agencies will also be involved, as appropriate:

• Social Care Department, LACES, SESS, Behaviour Support, Education Welfare Service, CAMHS, YOS, Health and Connexions

1.6 The programme will set targets broken down into fortnightly tasks. It will identify the rewards for meeting the targets, and the sanctions that will apply if certain behaviour occurs. A PSP will have a time limit of, for example, 16 working weeks. PSPs will be reviewed at least half way through their agreed duration.

K. Involvement of Parents and Carers
This policy will be available on our website and paper copies will be made available to all parents and carers at their request. If any policy changes are made parents and carers will be notified. The school believes in working in partnership with parents and carers and will involve them at all stages in the operation of this policy. We wish to share successes and the positives although there will be times when we will need to involves parents and carers when we have concerns about behaviour. This will often involve meetings in school or at the very least telephone conversations.

L. Monitoring and Evaluation of this Policy
All member of the pastoral team through to the Headteacher will be responsible for monitoring that this policy is being implemented effectively. At the end of Year 1 the policy will be evaluated by consulting with all stakeholders and any necessary amendments will be made. A report will be made to the Governing Body.

M. Stakeholder Consultation
This policy was written in June 2008. When in draft the policy went to a consultation process when the views of staff, pupils, parents and governors were sought and responded to.

P Russell 03/10/08