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Improving Behaviour Policy

Author : Emma Silvestri-Fox
Reviewed By : Emma Silvestri-Fox
Date : September 2020
Shared with Staff : October 2020
Shared with Governors : October 2020
Next Review September 2022

Principles:

JCG’s vision states that we aim to nurture students to be well mannered, thoughtful, open-minded and have a positive impact on their community and the world.

We expect all students to behave well at all times and uphold the values of the College. Where behaviour falls short, we aim to act quickly to support the student in addressing the issue.

The purpose of this policy is to support the values of the College and to set out clear guidelines about how we can support and improve learning, by rewarding students for hard work and good behaviour and also when required by sanctioning students for inappropriate behaviour.

Aims

  • To support the development of a calm environment in which focused learning takes place during lessons and students behave in a respectful and polite manner when in all areas of the College.
  • To encourage mutual respect between staff and students and to promote the ethos of the College.
  • To give clear policy and guidelines for praising good behaviour and dealing with inappropriate behaviour.
  • To ensure that staff are aware of their role regarding behaviour and provide appropriate support and training

 

Procedures

Students should be encouraged to take responsibility for:

  • Behaving in a respectful manner to others and their belongings at all times
  • Signing the home/school agreement
  • Striving to attain a Learner Profile score of 1 in all subjects by the time they leave JCG (see Appendix 7)

 

Parents have responsibility for:

  • Supporting the College in its aims to promote good behaviour which helps learning
  • Signing the home/school agreement
  • Attending meetings which may be called should there be any concerns regarding behaviour
  • Parents have a responsibility to inform the College at the earliest opportunity of any concerns they have
  • Attending the College promptly should a serious incident take place
  • Contributing to and supporting any action plans which may be put in place
  • Monitoring and supporting their daughter’s progress should action be taken
  • Discussing the Learner Profile score with their daughter and encouraging her to improve

 

All staff have responsibility for:

  • Acting as a positive role model to students
  • Rewarding good behaviour appropriately (see suggestions for rewards in Appendix 1 & 2)
  • Challenging behaviour which is not acceptable, using sanctions as appropriate (see suggestions for sanctions in Appendix 3)
  • Assessing the severity/frequency of unacceptable behaviour and deciding whether to refer the matter to an appropriate colleague
  • Referring to guidance, procedures and strategies in related documents (see relationship to other policies/guidance)
  • Talking to each other about how to praise good behaviour and challenge unacceptable behaviour


Class teachers have responsibility for:

  • Using rewards (see Appendix 1 & 2) to recognise success and effort in their lessons
  • Using Learner Profiles effectively to highlight concerns or praise as appropriate in order to promote effortful learning
  • Ensuring learning is well planned, engaging and challenging for all students, so that students are motivated to learn in the lessons
  • Challenging unacceptable behaviour in their lessons and using sanctions (see Appendix 3 & 6) as appropriate in order to encourage improved behaviour
  • Recording behaviour related incidents on SIMS using behaviour events (see Appendix 8)
  • Assessing the severity/frequency of behaviour issues and referring their concerns to HoD /HoF should they feel that additional support would be beneficial
  • Discussing the Learner Profile score with students and suggesting strategies on how to improve

 

Tutors have responsibility for:

  • Using rewards (See Appendix 1 & 2) to recognise overall success and effort of students in their tutor groups, not only within the College but beyond
  • Promoting good behaviour during tutor time, delivering engaging tutor sessions following the tutorial programme
  • Ensuring attendance at tutor time, House or assemblies and challenging unacceptable behaviour by using appropriate sanctions (see Appendix 3 & 6)
  • Acting as a first point of contact for students, parents and colleagues should there be concerns regarding the behaviour of any students in their tutor group
  • Recording incidents and communication with parents as required (SIMS)
  • Communicating successes to the HoS (Head of School) in order for students to be praised appropriately
  • Referring concerns to the HoS if the behaviour issues cannot be dealt with effectively by the tutor
  • Discussing the Learner Profile score with students and suggesting strategies on how to improve

 

Heads of Department have responsibility for:

  • Encouraging the use of rewards within their department
  • Having a department policy on the use of rewards, particularly achievement marks
  • Having a department policy on sanctions to use within their department area
  • Supporting subject teachers should they have any concerns regarding behaviour in their classrooms
  • Applying sanctions to support the subject teacher
  • Referring concerns to the appropriate tutor and HoS if the situation is sufficiently serious or should they feel that additional support would be beneficial


Heads of Faculty have responsibility for:

  • Ensuring that students within their faculty display a high standard of behaviour
  • Supporting the Heads of Department and class teachers where behaviour is a concern
  • Ensuring each department within the faculty has a policy on rewards and sanctions
  • Monitoring the use of rewards within the faculty
  • Monitoring the application and effectiveness of sanctions within the faculty
  • Monitoring behaviour reports and supporting teachers in the Faculty in following up concerns

 

Heads of School / Sixth Form have responsibility for:

  • Encouraging tutors to use rewards to praise students
  • Monitoring SIMS reports on achievement and behaviour entries and following up as appropriate
  • Providing a tutorial programme to tutors which is engaging and challenging and promotes good behaviour
  • Supporting tutors in dealing with students whose behaviour is causing more serious concerns
  • Liaising with the tutor, parents, subject staff and informing SLT of action being taken. Referring most serious cases to SLT
  • Using sanctions as appropriate to support students, teaching staff and tutors and encourage improved behaviour
  • Discussing behaviour concerns with students and using report cards and other methods to help students to establish improved patterns of behaviour
  • Monitoring students where there are behaviour concerns and taking appropriate action
  • Referring behaviour concerns which may stem from an individual student’s needs to the ENCo in order to build a full picture
  • Referring serious concerns to SLT
  • In liaison with SLT, refer students for counselling with the School Counsellor or outside agencies as appropriate
  • Analysing the Learner Profile score of students and intervening where appropriate
  • Sharing behaviour reports weekly with tutors and supporting tutors in following up concerns

 

Head of House has responsibility for:

  • Awarding House merits to recognise participation in House events


Administration Manager has responsibility for:

  • Collating information on achievement marks and producing certificates
  • Collating information recording any incidents and providing them to staff as necessary
  • Ensuring the office team hold a timetable indicating which member of the SLT is on call

 

Senior Leadership Team has responsibility for:

  • Supporting Heads of Department and Heads of School / Sixth Form in dealing with students whose behaviour is causing serious concerns
  • Supervising students if they have been sent out of a lesson by a teacher or collecting students from a lesson should a teacher request help
  • Requesting a report should a student have been withdrawn from a lesson and investigating the situation further taking appropriate action in liaison with the teacher, tutor and HoS
  • Being ‘on call’ at times as agreed by the team and therefore ensuring the office team knows how to contact them

 

Principal has responsibility for:

  • Overseeing the application of this policy
  • Writing letters of praise or organising meetings to praise students
  • Dealing with serious behaviour incidents
  • Making decisions regarding the suspension of students (see Appendix 4) and following the Education Policy

 

Relationship to other policies / guidance

Appendix 1 - Rewards

Rewards should be given to recognise and celebrate academic and non-academic effort or success at College or in the wider community.

(i) Suggestions for rewards:

  • Verbal praise
  • Showing students trust, asking them to lead a group or help other students
  • Giving a reward sticker
  • Giving an achievement mark
  • Written praise for marked work
  • Informing parents using a card, letter or phone call
  • Recognition in an assembly (Year (e.g. achievement marks), House, whole school)
  • Work displayed around the College (perhaps in other departments)
  • Article in JCG Life
  • Prizes at College prize giving
  • Informing the media of success
  • Comment/meeting with the Principal
  • Letter from the Principal
  • Principal noting the success with the Board of Governors
  • Awarding House colours

Appendix 2 - Achievement Mark Criteria 2020

Achievement marks will be cumulative.


Lower School

In the Lower School students’ achievement marks will be rewarded by certificates, letters and vouchers once they reach a certain milestone:

25 = Bronze certificate awarded by tutor

50 = Silver certificate awarded by tutor and letter from Head of School sent home

75 = Gold certificate awarded by Head of School in lower school assembly and letter from Vice Principal sent home

100 = Platinum certificate and Amazon voucher presented in whole college assembly by Vice Principal and letter from Vice Principal sent home


Upper School

In the Upper School students’ achievement marks will be rewarded by vouchers and letters once they reach a certain milestone:

25 = letter sent home from Head of School

50 = Voucher for the canteen awarded by Tutor

75 = Voucher for the canteen and letter sent home from Vice Principal

100 = Amazon voucher presented in whole college assembly by Vice Principal and letter from Vice Principal sent home


Sixth Form

Many of the strategies used for KS3 and KS4 students, including verbal and written reward are also used for students in KS5. In addition, students are rewarded by gaining a place on the Student Leadership Team in recognition of their service to the College.

Please see appendix 8 for guidance on entering achievement marks into SIMS 


(iv)  House Merits

House Merits are awarded by the Head of House and merits are added as points towards a student’s House. Students are able to collect House points by gaining House merits for participation in House events. These will cover a wide range of areas e.g. Sport, Drama and Music, fundraising and also charitable events. The total number of House points gained throughout the year lead to the top House being awarded the Cock House Trophy.

Appendix 3 - Sanctions

Sanctions should be used in a proportionate way to deal with unacceptable behaviour inside or outside the classroom and to encourage students to improve their behaviour.

Sanctions may include:

  • Reprimand the student in a way that does not humiliate or ridicule them
  • Meet student and inform them of what they have done wrong and the possible consequences of poor behaviour
  • Record behaviour entry on SIMS and inform the student – please see Appendix 8 for guidance on how to enter behaviour marks
  • Departmental sanctions (particularly related to not completing work)
  • Letter of concern sent home
  • Meeting with parent to discuss behaviour (record contact in SIMS)
  • Telephone call home (record contact on SIMS)
  • Removal to HoD’s classroom
  • Supervised session at a mutually convenient time
  • Standard uniform letter home
  • Request for verbal or written apology
  • Referral to a more senior member of staff
  • Level 1 report card (with focus areas)
  • Level 2 report card
  • Level 3 report card
  • Change of class (in consultation with tutor, HoS, SLT)
  • Contract
  • Contact SLT on call
  • Internal suspension - withdrawal from lessons and supervised learning during school day (imposed and directed by SLT)
  • Suspension (decision made by Principal, or in their absence, Vice Principal) (see Appendix 4)

Appendix 4 - Suspension

Alternatives to suspension will always be sought but depending on the severity of the inappropriate behaviour and the circumstances of the individual student, suspension may be the next step.

  • If an incident is considered to warrant suspension, the HoS or Assistant Headteacher will refer to the Principal or, if unavailable, the Vice-Principal
  • Principal can suspend for 5 days in one period or 15 days total per term, using the Education Suspension Policy tariff
  • A student will remain in College until the parent / guardian comes to the College to discuss the incident
  • The College will send the Education recommended letter to parents
  • The College will complete Suspension information in SIMS
  • Student can only begin period of suspension when they have received learning resources and instructions from the College
  • After the suspension period is complete, a ‘return to school meeting’ will take place with a senior manager, parent / guardian and the student
  • If parent / guardian have concerns about the suspension, they can discuss this with the Principal. If they remain concerned, they have the right to approach the governing body
  • If the suspension is for five days or less, the parent / guardian can approach the governing body to determine whether the suspension was justified or not
  • If the suspension is for more than five days, the parent / guardian can approach the governing body to request that their daughter is reinstated into the College
  • Where suspension occurs at the same time as a student’s public examinations, arrangements will be made for the student to sit these examinations in College

Appendix 5 - Procedures and Strategies Unique to Years 12 & 13

Introduction

  • Students are in a non-compulsory stage of education and are therefore expected to work hard, take responsibility for their own learning, have a positive attitude towards their courses and the College, to have good attendance and punctuality and to learn and behave in a way that reflects their position as role models for younger students in the College
  • Students who have shown considerable commitment to the College and the wider aspects of College life are considered for a role on the Student Leadership Team
  • We will communicate with parent / guardian the support we give our students even though we are aware that, in some cases, it may be the view that, at post-16 level, the student should be solely responsible for their learning and behaviour


Year 12 

  • Students not meeting the requirements on a Year 12 course will receive support in their work, will be set targets to try to achieve the required standards and their parents/guardians will be informed of the situation. If the student is then unable or unwilling to undertake the action required by the College they will be counselled to withdraw from the course and given advice and support by the College on the options available. Although a number of staff will be involved in the support of students, the Principal will have the authority to take the final decision.


Year 13 

  • If evidence from Year 12 indicates that the student has struggled to meet the terms of the learning agreement, this may be an indicator that the significantly more challenging Year 13 course is not the most appropriate option for their needs. Where a judgement is made that it is extremely unlikely that the student will be successful on the Advanced Learning Programme then full careers and guidance support will be offered. In most cases, this will result in a negotiated withdrawal of the student from the Advanced Learning programme when all other options have been exhausted. Although a number of staff will be involved in the support of students, the Principal will have the authority to take the final decision.


Year 12 and Year 13 students displaying inappropriate behaviours

  • Students will be provided with support to assist them in changing their inappropriate behaviour, which will entail the provision of a graduated response to any disciplinary measures undertaken
  • Students will need to meet all deadlines and participate appropriately in lessons. If they do not meet these basic criteria, the teacher will follow up through behaviour events. Tutors will follow up in response to weekly behaviour event reports. If there is no improvement tutors will refer to Heads of Sixth Form who will involve parents as appropriate
  • Should there be no improvement in the student’s commitment the student would then be placed on a contract. This would have specific conditions and usually be reviewed on a half termly basis. If the student were not to improve by the agreed deadline, they would forfeit their place at the College. This decision would be made by the Heads of Sixth Form and the Principal
  • For other offences, suspensions and exclusions would apply on the same basis as for the rest of the College. This decision would be finalised by the Principal
  • In all cases the Principal will have the right to exercise the withdrawal of a student from a course. Students and parents will be informed of their right to approach the Governing Body. Should they choose to do so, the Governing Body will act in accordance with their powers as defined in P1 of ‘Guidance on Improving Behaviour and reducing exclusion’ (2009) which applies to students of compulsory school age. The general exclusion tariff will apply


Sixth Form Dress Code

All sixth form students have an important role to play as ambassadors for the College and as role models for students from Reception to Year 11. In addition to this, we aim to create a positive collegiate atmosphere within the sixth form and to ensure that all students fully reach their academic potential in their A level examinations. Students having excellent attendance, adopting a scholarly approach to their learning, being fully involved in their College, local and global communities and being smartly dressed all contribute towards us achieving this aim. The sixth form dress code is as follows:

  • All students are expected to come to school in trousers, a skirt or a dress with a jacket and items should be either black, red or grey. The fabric may have a feint pinstripe or check. Leather/PVC, jersey material and denim are not permitted and skirts/dresses should be of an appropriate length: on or below the knee.
  • Shirts/Tops and accessories should be black, grey, red or white. Tops with writing across the front and vest tops are not permitted.
  • Footwear should be smart and black, grey or red. Trainers, docs, flip-flops and over-the-knee boots are not permitted.
  • Students should not be wearing outdoor coats, scarves, gloves or hats around school.
  • Hair should be neat and a natural colour.
  • Sixth form students are permitted to wear jewellery, make-up and nail varnish, provided that they are still smartly presented. Facial piercings (including nose studs) and visible tattoos are not permitted.

We would strongly suggest that the students label their belongings (jackets in particular) in order to make them easily identifiable and so prevent loss.

Any sixth form student who does not meet our expectations with regard to attire will be asked to go home and change immediately. We do not wish for this to be necessary as we understand that this may have a detrimental effect on the student’s learning.


Monitoring and Supporting Behaviors for Learning in the Sixth Form – guidance for tutors (Academic Year: 2020-2021)

Attendance

  • Weekly report on students with attendance below 95% sent to Tutors by Heads of Sixth: Tutors to respond to RAG rating of tutees as outlined below:
  • Green - Students in green are being flagged up for the first time in recent weeks: Tutors to speak to them to help them resolve any issues
  • Yellow - Students in yellow were also flagged up over the last two recorded weeks: Tutors to speak to them and contact home, using the email in Appendix 2 or a phone call (please inform Heads of Sixth)
  • Red-  Once Tutor has made initial contact home (Yellow stage), Heads of Sixth to speak to student and alert parents


Achievement Events

  • Weekly report sent to Tutors by Heads of Sixth: Tutors to celebrate Achievement Events with students in Form time
  • Termly Achievement Assemblies: Heads of Sixth to present prizes to the individual and Form (in Years 12 and 13) with the highest number of Achievement Events (following the deduction of Behaviour Events)


Behaviour Events

  • Weekly report sent to Tutors by Heads of Sixth: Tutors to speak to students and support them to resolve any issues
  • Heads of Sixth to email home a notification of Behaviour Events to parents each week


Homework

  • Weekly report on non-submissions of homework sent to Tutors by Heads of Sixth Form: Tutors to speak to students and support them to resolve any issues
  • Following an initial conversation, Tutors will refer any students flagging up repeatedly to Heads of Sixth Form, who will speak to the students and alert parents
  • NB: Behaviour Events for persistent late submission of homework will be shared with parents, as noted above


Uniform 

  • Tutors to conduct uniform checks each day in Form
  • First time a student is not in correct uniform: speak to the student to support them to resolve any issues, and enter a Behaviour Event (please record the nature of the problem e.g. no jacket)
  • Second time a student is not in correct uniform: speak to the student and contact home, using the email in Appendix 3 or a phone call (please inform Heads of Sixth)
  • Third time a student is not in correct uniform: send student to the Sixth Form Office and inform Heads of Sixth Form


Learner Profile Scores

  • Heads of Sixth review Learner Profile scores when analysing periodic / report data
  • Heads of Sixth identify students to be congratulated by Principal, Heads of Sixth and Tutors
  • Heads of Sixth invite all students with one or more Learner Profile scores of 4 or 5 to a 1-1 progress meeting


Attendance Email (please CC relevant Head of Sixth)

Dear Parent

Your daughter's attendance has slipped below 95% on more than one occasion in recent weeks; I have discussed this with her and know that I can count on your support in maximising her attendance in the remaining weeks of this term.

Please do not hesitate to contact me if you would like to discuss further,

Regards,

Tutor


Uniform Email (please CC relevant Head of Sixth) 

Dear Parent

Our aim is for students to want to wear their uniform well because they understand that it conveys an image of what JCG is like to those outside the College. Wearing our uniform with pride demonstrates that students value belonging to JCG and aspire for others to recognise this and to see our College as an institution of excellence where students have a positive impact on the community. In addition, all Sixth Form students serve as role models for members of the College from Reception to Year 11.

It has been noted that your daughter does not have the appropriate uniform for school. She has been reminded of this, and I would now like to ask for your support in ensuring that your daughter is dressed appropriately for College.

She will need the following items:

Black or grey jacket


Black or grey trousers, or a black or grey dress / skirt of appropriate length


A shirt / top that is black, grey, red or white that is not a vest-top and which does not have writing/logos across the front


Smart footwear in black, grey, red or white that does not consist of trainers, flip-flops or over-the-knee boots


Hair that is neat and of a natural colour


No visible tattoos


No facial piercings


Other:



Any further details:

Thank you for your support.

Yours sincerely,

Tutor

Appendix 6 - Guidelines for Sanctions

It is clear that some discretion is needed when applying sanctions but this guidance is designed to help us to be as consistent and proportionate as possible in our response to unacceptable behaviour. We acknowledge that unacceptable behaviour can be an indicator of an underlying wellbeing issue for which the student would receive support.

Behaviour

Action to be taken by teacher

Late to lessons

 

  • One late – record as late and speak to student at end of lesson
  • Regularly late – meet with student, discuss concerns and inform of action if there is no improvement. Inform HoD & Tutor
  • Persistently late – Phone or write to parents. Record contact on SIMS. Keep student in to catch up on missed work. Inform tutor who will monitor. If problem is widespread, refer to Head of School who will use report card with focus on punctuality
  • Mark as late in SIMS if periods 2-5. If period 1, send to office.

Uniform / dress code

  • Years 7-11 – follow guidelines in Appendix 9
  • Sixth formers to be challenged if not within dress code. Tutors carry out check during morning registration and send students who are inappropriately dressed to Heads of Sixth Form. If persistent, Heads of Sixth Form or a member of SLT may send student home to change. Inform parent / guardian and office.

Homework

  • Bring in by 8.25 the next day and subject teacher enters late submission in SMHW
  • If not, subject teacher to conduct a supervised session at a mutually convenient time
  • Faculty work session led by HoF after school may be appropriate; parents need to be informed and arrangements for how student will get home made clear to the supervising teacher (Please see Appendix 13 for email template which could be used when communicating with parents about a supervised session after school)
  • HoS will download non-submission on a weekly basis and send this to tutors (and all staff); tutors to discuss with student and agree a strategy for completion of the work. If a student appears on the report for not having submitted 2 or more pieces of homework for 3 consecutive weeks this will automatically trigger the student being placed on homework report, monitored daily by the tutor. If non-submission of work continues for a further week the HoS will monitor the daily homework report and the student will be asked to return to the Student Support Office at lunchtime that day to complete the missing work. If there is no improvement the student will be placed on a Stage 2 general report
  • HoS will download a monthly SMHW report on Late Submissions; if a student appears on the report for 3 or more late homework submissions in that month they will automatically receive behaviour mark(s,) as appropriate, for organisation; these will be entered into SIMS by the HoS; tutor will be informed and asked to discuss with the student to check that there are no barriers to organisation with which they need support.
  • Please see Appendix 5 for procedure for Sixth Form students
  • Referral to SLT

Ill equipped for lesson

  • Enter event in SIMS (See Appendix 8)
  • When reports are generated weekly, this will be followed up by the tutor and HoS if it is a persistent concern.

Mobile electronic devices in lessons

  • If used inappropriately, confiscate the device and take it to the office. Student is then allowed to collect the device at 3.30pm
  • If this happens on more than one occasion, the parent should be called by the Assistant to Head of School and asked to collect the device. Office to record when phones are confiscated; following the second confiscation for the same student, office to inform Assistant to Head of School

Low level disruption in lessons

  • Teacher asks student for it to stop and gives a warning
  • If it is repeated, teacher takes the student outside and speaks to them
  • If it is repeated once more, student is removed to HoD’s classroom and a behaviour event is entered in SIMS (Appendix 8)

Failure to follow instructions/disruptive behaviour

  • Reprimand. If there is no improvement, make behaviour entry in SIMS (Appendix 8). Student should be expected to make up lesson time in session at lunch or after school. If it is persistent or more serious, student should be referred to a senior colleague. If considered sufficiently serious or urgent, contact SLT on call.

Intentional damage to property or damage to property through negligence

  • Request the intervention of the HoS or SLT. Where damage has occurred, a member of SLT will contact parents to outline the incident and to request remuneration for the damage caused. Student will be expected to write letter of apology.

Unacceptable language

  • Give a warning (preferably outside the classroom). Enter behaviour event on SIMS (Appendix 8) and reinforce the inappropriateness of the language. Inform tutor/HoD.
  • If the language can be classified as bullying or discriminatory, refer to counter-bullying policy
  • If language was directed at a member of staff (or visitor), the student should report to SLT on call at the College office. The teacher should send a report of the circumstances to SLT
  • If the language was indirect (heard but not meant for the member of staff), student should be spoken to, a behaviour event entered in SIMS (Appendix 8) and asked to write an apology

Bullying behaviour including use of discriminatory language

  • Refer to counter-bullying policy
  • Refer to Acceptable Use Agreement regarding use of technology (Appendix 12)

Aggressive behaviour or physical violence towards another student or member of staff

 

  • Request intervention of SLT on call followed by an investigation into the incident
  • If considered to be a serious disciplinary matter, this will normally invoke a suspension using the Education suspension tariff (see Appendix 4). Police may be involved at the discretion of the Principal or Vice Principal

Possessing alcohol/cigarettes on the College premises

  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • Parent / Guardian to be informed
  • Principal / Vice Principal to decide sanctions and involve police as appropriate
  • Suspension procedure may be followed (see Appendix 4)

Distributing or selling alcohol/cigarettes on the College premises

  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • Parent / Guardian to be informed
  • Principal / Vice Principal to decide to involve police as appropriate
  • Suspension procedure to be followed (see Appendix 4)

Being under the influence of alcohol on the College premises

  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • SLT member may need to ask for first aid / medical assistance
  • Parent / Guardian to be informed. Student may need to go home to recover.
  • Principal / Vice Principal to decide sanctions and involve police as appropriate
  • Suspension procedure may be followed (see Appendix 4)
  • Student may be referred to appropriate outside agencies

Possessing, distributing or selling illegal drugs on the College premises

  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • Parent / Guardian to be informed
  • Principal / Vice Principal to decide to involve police as appropriate
  • Suspension procedure to be followed (see Appendix 4)

Being under the influence of illegal drugs on the College premises

  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • SLT member may need to ask for first aid / medical assistance
  • Parent / Guardian to be informed.
  • Principal / Vice Principal to decide sanctions and involve police as appropriate
  • Suspension procedure may be followed (see Appendix 4)
  • Student may be referred to appropriate outside agencies

Possession of a weapon on College premises

 

  • Possession of a weapon on College premises is a serious disciplinary matter that will invoke a suspension using the Education suspension tariff (see Appendix 4). In this case the Principal or, in their absence, the Vice Principal will inform the police

Appendix 7 - Learner Profile Descriptors

LP descriptors

1

Exceptional learner who is enthusiastic, committed and absorbed in their learning. An independent, rigorous and resourceful thinker. A resilient and reflective student who thinks strategically about their learning. Collaborative and empathetic when working with others, contributing to the learning of the class.

2

A well-motivated, well-prepared learner who works hard, perseveres and takes responsibility for their own progress. Shows an interest in the subject, is reflective, asks questions to further their learning and involves themselves in lessons; helpful and empathetic towards others and is a positive presence in the class.

3

Consistent approach to learning. Generally completes tasks and meets deadlines. Mostly attentive in class and participates when prompted. Usually prepared for learning.

4

Inconsistent commitment to learning. May lack focus and struggle to manage distractions in class. May disrupt the learning of others at times. Homework is often late and does not reflect good effort. Needs to reflect on their approach to learning.

5

Rarely motivated to learn and rarely completes tasks or meets deadlines. Distracts others and is inattentive. Commitment to learning is a serious cause for concern. Improvement in approach to learning needed.


The teacher needs to select the level which best fits the student in their classes.

When a teacher enters a 4 or a 5 on SIMS, they will be requested to select the behaviour(s) which need to be improved:

H

Homework

F

Focus

C

Commitment

O

Organisation

H/F

Homework / focus

H/C

Homework / commitment

H/O

Homework / organisation

F/C

Focus / commitment

F/O

Focus / organisation

C/O

Commitment / organisation

Appendix 8 – Adding a Behaviour or Achievement detail on SIMS

Please note these screen shots apply to achievement but it is very similar for entering a behaviour incident.

You can do this from your register or like this:

Select "New" and in the Drop down, select the appropriate type

Scroll down to add the staff and student names

Remember to Save before leaving the page.

Appendix 9 – Uniform Follow-up Guidance to staff (Key Stages 3 and 4 only)

Uniform for Students in Years 7 to 11

All students in Years 7 – 11 are required to wear the College uniform. The students are our greatest ambassadors. How they present themselves reflects upon the College. We are proud of our students and expect their pride to be demonstrated through their presentation.

Uniform Shop

All items of school uniform must be regulation style and are available from the JCG Uniform Shop which is open every Tuesday and Thursday, 3.30pm–5.00pm during term time and by appointment only during school holidays.

Students in Years 12 and 13 are required to dress according to the sixth form dress code.

All items of uniform must be clearly marked with the owner’s name.

Winter Uniform

  • Winter uniform is worn from October half term until Easter.
  • Grey Skirt (on the knee when standing) or grey trousers
  • White short-sleeved shirt with JCG motif on pocket
  • Red, long sleeved V-neck jumper with two grey stripes at neck
  • Grey blazer to be worn at all times
  • School regulation coat in red or black
  • Plain black tights
  • Gloves/scarf in plain red, black or grey

Summer Uniform

  • Summer uniform is worn from Easter to October half term.
  • A regulation cotton dress or the winter uniform as above (on the knee when standing)
  • Plain white socks are worn during the Summer Term and the first half of the Autumn Term
  • Grey blazer to be worn at all times
  • NB. Winter uniform can be worn if preferred, except with white socks instead of plain black tights.

PE Kit

  • College sweatshirt and tracksuit bottoms
  • JCG Running leggings
  • Short sleeved white polo shirt
  • Red shorts
  • Skort
  • Red knee length socks
  • Swimming costume and cap
  • Training shoes
  • Astro/football boots, gum shield, shin pads (to be bought on commencement of football/hockey during the school year

Shoes

  • Smart well-fitting black shoes (leather or similar), flat or with a chunky heel which is a maximum of 5 cm high (no stiletto heels).

Hair

  • Hair should be neat, cut in a smart style and tied back for practical subjects. Hair slides and bands should co-ordinate with your uniform – plain red, black, grey or white. Hair should be a natural colour.

Jewellery

  • 4 stud-type earrings only. No nose or face studs or any other jewellery, except a watch.
  • For safety and security reasons, necklaces, rings, bracelets, bars and hoop earrings are not allowed.

Other

  • No make-up or nail varnish.


All Staff

Where a student (not your tutee) has an item of uniform that is not in keeping with uniform guidelines

  • Speak to the student discretely (not in front of others).
  • “As you know, the way you present yourself is very important and we want you to be proud of being a member of the College community. I don’t think ‘the length of your skirt’ shows others that you are proud to be a part of this College. I will mention this to your tutor, who will talk to you about how you can correct this.”


Where a student (either your tutee or not) is wearing non-permitted jewellery or make-up (including nail varnish that is anything other than clear)

  • Speak to the student in a polite and calm manner
  • In the case of jewellery, the item should be confiscated and placed in a brown envelope to be taken to the school office as soon as possible. The student will be able to collect it at the end of the day.
  • In the case of make-up or nail varnish, send the student to the office promptly so that they can remove it.


Tutor

Step 1

Where a tutee has an item of uniform that is not in keeping with uniform guidelines

  • Speak to the student discretely (not in front of others).
  •  “As you know, the way you present yourself is very important and we want you to be proud of being a member of the College community. I don’t think ‘the length of your skirt’ shows others that you are proud to be a part of this College. I like students in my Form to be good role models for others and smart ambassadors for the College. You need to get a ….. by this time next week. Please show me when you have done so.”

Step 2

If the item of uniform is not corrected within one week, speak to the student discretely again.

  • “ I spoke to you last week about the importance of presenting yourself in a positive way and showing that you are proud to be a member of the College community. I notice that you have not yet managed to get a … Is there a particular reason for this? I will now need to write home.”
  • Send letter (uniform A) home (see letter below fyi)

Step 3

If there has been no change after one week then inform HoS so they can send letter (uniform B) home re. supply and charge (see letter below fyi)


Letter – Uniform A

Dear

Our aim is for students to want to wear their uniform well because they understand that it conveys an image of what JCG is like to those outside the College. Wearing our uniform with pride demonstrates that students value belonging to JCG and aspire for others to recognise this and to see our College as an institution of excellence where students have a positive impact on the community.

It has been noted that your daughter does not have the appropriate uniform for school. She has been reminded of this and I would now like to ask your support in ensuring that your daughter is dressed appropriately for College.

She will need the following items:

Blazer


Winter skirt (length on the knee) or regulation school trousers


Red jumper


White short-sleeved shirt with JCG motif on pocket


Plain black or grey tights or long grey socks


Black shoes


Summer dress (length on the knee)


Other



Any further details:

_____________________________________________________________________

Uniform can be purchased from Lyndale Sports in Trinity. Please ensure that your daughter has the items detailed above within one week of receipt of this letter. Second-hand uniform is available: for information please contact the College Office.

Thank you for your support.

Yours sincerely,

Head of School


Letter – Uniform B

Dear

As you know, (NAME OF TUTOR) has written to you regarding (NAME OF STUDENT)’s uniform.

We would like all of our students to want to wear their uniform well because they understand that it conveys an image of what JCG is like to those outside the College. Wearing our uniform with pride demonstrates that students value belonging to JCG and aspire for others to recognise this and to see our College as an institution of excellence where students have a positive impact on the community.

(NAME OF STUDENT) needs a replacement (NAME OF GARMENT) in order to ensure her uniform is being worn correctly and we will therefore arrange for her to be fitted with the item from the uniform shop and will forward an invoice to you for the cost of the item in due course.

I trust that you will support us in this but if you would like to discuss this with me, please do not hesitate to contact me on…

Yours sincerely,

Head of School

Appendix 10 – Example Report Card

Appendix 11 – Example of Stage 2 Report Card

Appendix 12 - Acceptable Use Agreement (AUA) for use of technology in College

Appendix 13 – Behaviour and Achievement marks

Teachers enter behaviour ‘events’ onto SIMS relating to:

  • Punctuality – if student arrives late (not if this is due to previous teacher letting class out late, which teacher will need to check)
  • Equipment – if student arrives at lesson without correct equipment
  • Homework – if not handed in on time
  • Persistent comfort break - asking to go to the toilet / fill up water bottle in lessons (please use professional judgment)
  • Lack of focus
  • Uniform – if students are wearing incorrect uniform including jewellery

*Punctuality – if student arrives late (not if this is due to previous teacher letting class out late, which teacher will need to check by contacting the teacher of the previous lesson; if things do not improve then teacher should refer to Head of the Faculty letting students out late). This is recorded by entering an ‘L’ on your register. You can also note on SIMS how many minutes late the student is.


Achievement marks may be awarded in SIMS for the following:

  • Contributing to the learning of others
  • Excellent Effort
  • Outstanding work
  • Resilience / perseverance
  • Contribution to College community
  • Contribution to wider community
  • Other


Role of the teacher

It is the teacher’s role to support students by following up on behaviour concerns in the following way:

  1. Enter event on SIMS
  2. Discuss with the student
  3. Inform the parent if appropriate
  4. Discuss further action needed with HoD / HoF / Tutor if appropriate

The teacher can acknowledge a student’s achievement in lessons by entering an achievement mark in SIMS and discussing with the student.


Role of the tutor

It is the Form Tutor’s responsibility to monitor students’ behaviour / achievement events on a weekly basis. Heads of School will send a summary of behaviour / achievement entries to tutors on a Friday. The tutor should follow up on behaviour marks in the following way:

  1. Speak to the tutee about reasons for their entries and help them to resolve any organisational issues
  2. Warn the tutee that if they have 2 or more entries for 3 weeks running they will go onto Stage 1 report
  3. Call home if appropriate
  4. Refer to Head of School

The tutor can congratulate their tutees for achievement marks received during the week upon receipt of the weekly achievement report for their form group from the HoS.


Role of HoF

The HoF will support students / teachers in their Faculty in the following way:

  1. Monitor behaviour / achievement entries given by members of the faculty through regular SIMS reports
  2. Where a teacher in the Faculty is not entering any behaviour / achievement events HoF to ask why this is the case and support if there are any issues
  3. Where HoF notes that a particular teacher is entering lots of behaviour events for one class or student HoF to offer support; this may take the form of observation / planning support
  4. HoF to liaise with HoS to resolve persistent behaviour issues.

 

Role of the Head of School

The Head of School will support students / teachers / tutors in the following way:

  1. Monitor behaviour / achievement data on a weekly basis
  2. Send a summary of data to tutors for their action, advising which students need to be spoken with, which students need to be warned that they will go on report if they receive 2 or more entries for 3 weeks running
  3. Identify students who need to go on to Stage 1 report and call home to explain this to parents
  4. Co-ordinate stage 1 report and feedback to parents and tutor
  5. Recommend Stage 2 report as appropriate and liaise with AHT Student Progress and Welfare
  6. Meet with student and parent
  7. Refer to Assistant Head Teacher, Progress and Welfare


Email template for writing to parents to request that a student stays after school to complete a late piece of homework

Dear

(Student’s name) has not submitted her (subject) homework for (teacher’s name) which was due on the (insert date) and this work is now overdue. (student’s name) was given the opportunity to complete the work and submit it the morning after the deadline but did not do this. (Teacher’s name) gave (student’s name) the opportunity to attend a lunchtime session to complete the work but she did not attend this session. The next step in our graduated approach to support students in completing homework tasks is to ask her to attend a supervised study session after school which I will supervise.

Please acknowledge receipt of this email and confirm that (student’s name) will attend the supervised study session in (insert classroom where session will be held) on (insert date) from 3.30 - 4.30pm. Please also let me know arrangements for how (insert student’s name) will get home afterwards.

I trust that you will support us in trying to help (insert student’s name) but if you would like to discuss this with me, please do not hesitate to contact me.

Kind regards,