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|To be reviewed:||September 2024|
Our vision for students completing their studies at JCG is shaped by expectations of excellent behaviours and attitudes:
Our College’s most important value is belong: belonging is at the heart of our relational and restorative approach to supporting student behaviour.
We believe student behaviour is optimised when young people feel safe, listened to and valued; we recognise that when students do not feel this way, it limits the range of positive behaviours they are likely to be able to display. We acknowledge that the imperative to ensure students feel safe, listened to and valued will require a personalised and nuanced approach to supporting behaviour, which is sensitive to trauma, adverse childhood experiences, mental health and other needs.
Our College is not a community that needs many rules to ensure its members can thrive alongside one another. We do require all members of our community to act in such a way as to keep themselves, and each other, safe at all times. In addition to this core expectation, we have the following aspirations for our students as learners at College:
When staff need to support students to improve their behaviour, our desired outcomes are as follows:
Students should be encouraged to take responsibility for:
Parents have responsibility for:
All staff, including subject teachers, have responsibility for:
Tutors have responsibility for:
Heads of Department/Faculty have responsibility for:
Heads of School, in partnership with their Assistants, have responsibility for:
Head of PSHE has responsibility for:
ENCo has responsibility for:
Head of House has responsibility for:
Senior Leadership Team has responsibility for:
Assistant Headteacher (Student Progress and Welfare) has responsibility for:
Assistant Headteacher (Staffing) has responsibility for:
Vice Principal has responsibility for:
Principal has responsibility for:
Two Principles of the Graduated Response
1. Address the presenting problem as close to the original context as possible (within the lesson, within the Department etc.), only referring on once this has been attempted
2. The problem is a serious incident (see Appendix 4) or otherwise represents a safeguarding concern, in which case refer immediately to SLT/DSL
Graduated Response to Supporting Student Behaviour
Rewards are used to recognise, celebrate and promote those behaviours which reflect and amplify our culture. Staff should expect to make far more use of rewards than of consequences.
Suggestions for rewards:
Achievement mark reward criteria
|Achievement Mark Codes
|Contribution to the learning of others|
|Resilience / Perseverance|
|Demonstrating kindness to others|
|Contribution to the College Community|
|Contribution to the Wider Community|
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 Head of School (LD)
75 = Gold certificate awarded by Vice Principal (TR) in lower school assembly and letter from Vice Principal(TR) sent home
100 = Platinum certificate and £5 Amazon voucher presented in whole college assembly by Vice Principal (TR) and letter from Vice Principal (TR) sent home
In the Upper School students’ achievement marks will be rewarded by vouchers and letters once they reach a certain milestone:
25 = Bronze level
50 = Silver level
75 = Gold level
100 = Platinum level (£10 Amazon voucher presented in whole college assembly by Vice Principal (TR) )
Achievements collated monthly.
The language of consequences – as opposed to sanctions or punishments – emphasises that our response to unacceptable behaviours will have a ‘natural’ or meaningful (rather than arbitrary) relationship to those behaviours. Consequences are designed to ensure students can repair / put right what has gone wrong, having been supported to reflect upon this. Appropriate consequence will depend on factors including the nature of the behaviour, the student’s wider context (see the principles underpinning this policy) and previous patterns of behaviour.
More serious consequences often follow this pattern:
Involving parents – early and frequently – allows these actions to take place in partnership between home and College.
Examples of consequences for general behaviour concerns
|Behaviour Mark Codes|
|Distracting learning of others||Racist Incident / Comment|
|Rudeness towards others||Persistent comfort break|
|Use of inappropriate language
||Persistent Lateness to Lessons
||Inappropriate use of device
Examples of consequences for specific behaviour concerns
On rare occasions, teachers may encounter a serious behaviour incident which makes them immediately concerned for the safety and wellbeing of one or more students. Such incidents may lead to suspension (see Appendix 5) and include physical assault and verbal abuse.
Such incidents take immediate precedence over other activities and will require the support of other colleagues. Such incidents must be immediately referred to a member of SLT.
When such an incident occurs, the first priority is the safety of any student who may have been harmed or otherwise made to feel unsafe. Any such student should be immediately removed from the context of the incident and taken by a member of staff to receive First Aid (if needed) and then to the office of a senior colleague (SLT or Head of School).
Any students believed to be perpetrators of a serious incident (e.g. responsible for assaulting or verbally abusing another student) should also be taken (separately from any believed victim) by a member of staff to the office of a senior colleague (SLT or Head of School).
All students involved should be asked to provide written accounts (as soon as possible, keeping in mind the possibility of harm and distress) of their involvement in the incident to be passed to the member of SLT leading the response and investigation. The senior member of staff may also seek written accounts from students who witnessed, but were not otherwise involved in, the incident.
The parents of all students involved will be contacted as soon as possible and before the students return to lessons or leave College (as appropriate).
Alternatives to suspension will always be sought, but a suspension may be a necessary, protective and supportive measure where there are serious instances of unacceptable behaviour.
Suspension will be used in accordance with the principles of this policy, including prioritising the safety of all students and ensuring students are supported to reflect upon and to improve unacceptable behaviours whilst learning loss is minimised.
Suspensions can be ‘internal’ (with students working in the offices of senior staff) or ‘external’.
CYPES Exclusions policy outlines the following valid grounds for (external) suspension: