Aims of the School

High Storrs seeks to provide a happy, caring and effective learning environment, which will enable students of all abilities, irrespective of gender, cultural background, ethnic origin or disability to realise their full potential.

Context:

The code of conduct provides a framework within which all members of the school community can work together towards our common aims. Consequently, all members of the school community have a responsibility to understand and follow the code of conduct.

Principles:

The code of conduct, through policy and implementation, should:

1. Be communicated effectively to students, parents and staff.
2. Be consistently and fairly applied.
3. Recognise and reward positive behaviour.

 Individual teachers can encourage positive behaviour by:

• Developing positive relationships with and amongst students, based on mutual respect, and build self-esteem.
• Having high expectations of student achievement and behaviour.
• Providing high quality teaching and learning.
• Ensuring praise and encouragement outweigh sanctions / consequences

‘Pupils appear to achieve more, to be better motivated and to behave better, when teachers commend and reward their successes and emphasise their potential rather than focus on their failings and shortcomings’

(HMI: Good Behaviour and discipline in Schools)

A) REWARDS

In order to create a positive ethos we need to establish and maintain a healthy balance between reward and sanction. High standards of behaviour, self-discipline and learning should be encouraged and rewarded in a variety of ways whenever possible.

As a school we value and reward the following:

•  Excellent work / effort;
• Consistent good work / effort over time;
• Significant improvement in work / effort over time.
• Half–termly 100% attendance.
• Showing good citizenship qualities.
• Significant improvement in any aspect of the above.
• Representing the school at a function, event or elsewhere;
• Taking an active part in the life of the school.

House points

Any member of staff may award House points by stamping the student’s planner and signing it. (See Rewards Policy)

B) BEHAVIOUR EXPECTATIONS

As part of a large community we expect that pupils will comply with the following day to day routines:

ROUTINES

Around School

1. Remove your hat when you enter the building.
2. Walk sensibly and safely on stairs and corridors.
3. Consume food and drink only in designated areas.
4. Place litter in the bins provided.
5. Mobile phones and music players are not allowed during the school day.

 Start of lessons

1. Arrive at lessons on time.
2. If the classroom is locked, wait quietly and sensibly.
3. Enter the classroom in an orderly manner.
4. Remove your coat and bag.
5. Sit in the seat allocated to you by your teacher.
6. Get out your book / folder, equipment and planner.
7. Listen and await instructions.

During lessons

1. Be polite and respectful of others.
2. Take responsibility, behave sensibly and focus upon your own learning.
3. Work to the best of your ability.
4. Ask / answer questions by putting up your hand.
5. Classrooms are not for eating and drinking.
6. Write down your homework in your planner.
7. You may only leave the classroom with permission and a note from your teacher.

 At the end of lessons

1. Pack away quickly and quietly.
2. Ensure your desk and chair are left tidy.
3. Wait for your teacher to dismiss you.
4. Leave the classroom in an orderly manner.

 To simplify this message we say as a school;

C)  PRINCIPLES OF BEHAVIOUR MANAGEMENT

1.  We should build positive relationships between all people in our school community. When students agree and comply with the rules, they affirm the relationships we have fostered.
2. Praise and encouragement should always outweigh consequences.
3. Well-planned, appropriate, varied, engaging and accessible learning opportunities help to prevent misbehaviour.
4. Ordered classrooms, based on well-established routines, allied to a sense of organisation and preparedness help to prevent misbehaviour.
5. Teacher – student relationships are at the heart of behaviour management.
6. Staff should know the school rules and be able to explain the reasons behind them, so that students can see that they are fair and justified.
7. All rules are related to the school aims and aid teaching and / or learning.
8. Consequences should be seen to be fair, just and focused upon correcting specific behaviour.

D)  CONSEQUENCES FOR FAILURE TO FOLLOW SCHOOL CODE OF CONDUCT

Most incidents of poor behaviour are at a low level and it is the responsibility of staff at different levels to deal with them. In our Management of Learning and Teaching Expectations Document it states:

Everyone in school has a responsibility to ensure that learning and teaching can take place in a safe, ordered environment. You will be expected to follow school rules and speak politely to staff. When this happens everyone can learn and achieve. You will be rewarded for positive contributions you make to lessons and school life.

If you fail to follow instructions or you disrupt the learning of others there will be a consequence. 

What happens if I do not follow the Learning and Teaching Expectations?

Stage 1
If you refuse to follow a teacher’s instructions you will receive a Behaviour Report which will be recorded on eportal and a lunchtime detention. Your form tutor will be informed.

Stage 2
If you fail to come to the detention, you will receive an after school Faculty detention and your parents will be informed.

Stage 3
If you fail to attend this, you will be put in a House DT and will be put on subject report. Your parents will be contacted.

Stage 4
If you fail to attend a House DT, your HoH will contact home.

If you receive a high number of Behaviour Reports or detentions, you will not be permitted to take part in House trips or social events. 

E)  SERIOUS BREACHES OF CODE OF CONDUCT

As a school we have very high expectations regarding behaviour and most incidents can be satisfactorily dealt with within school.  Nevertheless, the following types of behaviour are designated as serious and may lead to more serious consequences such as  internal, fixed term or even permanent exclusion.

• Behaviour that disrupts the learning and progress of others
• Dangerous behaviour
• Vandalism
• Racism
• Foul and abusive language
• Refusal to follow instructions
• Substance misuse
• Assault or fighting
• Threatening behaviour and / or intimidation
• Physical aggression to a member of staff or another student
• Bringing knives or other offensive weapons onto the premises
• Bringing incendiary devices onto the premises including matches, lighters, fireworks etc
• Incidents involving incendiary devices
• Possession or use of illegal or dangerous substance onto the school premises, including drugs, alcohol or solvents
• Theft
• Rudeness and insolence.
• Bullying (including homophobic, cyber or related to disability)
• Interfering with fire alarms, fire equipment
• Behaviour out of school that affects the reputation of the school 

For repeated instances of serious misconduct, the school would implement a Pastoral Support Programme, an intervention to support students in danger of permanent exclusion. (Learning Support PSP Policy)

Further information on code of conduct and behaviour can be obtained by contacting the school.

Updated November 2012