Your BehaviourBe Kind: for everyone you meet is fighting a battle you know nothing about
The Lakes School is a very calm place where people speak to each other respectfully. Around every corner you will meet polite and sensible young people who will hold doors for you, help you if you are lost, carry things for you, pick things up for you if you have dropped them and ask you how your day is going.
Students at The Lakes School behave well, work hard and contribute a huge amount to the life of The Lakes School by running clubs, raising money, developing business ideas and meeting the expectations of the school on a daily basis.
Occasionally, however, a small number of students make the wrong decision and our behaviour policy sets out how we work with students to support them in learning from their mistakes and improving their behaviour.
A Summary of The Lakes School Behaviour Policy
We aim to promote positive behaviour by rewarding students for their actions, work and efforts, celebrating success. The Lakes School is a place where the students want to come and learn. They all have ownership, are loyal and proud of being part of the school and the classes they attend. We also aim to avoid negative sanctions although recognise that these are an essential part of our approach to behaviour management. This is an area of school life which continues to be under review and development.
Students should respect each other, the school and the staff, likewise staff should treat the students with respect; it is a two way process.
Published in all rooms are three sheets to remind students of these things:
- Rights and Responsibilities
- Rewards (Green)
RIGHTS AND RESPONSIBILITIES
- We have the right to learn.
- Our teachers have the right to teach.
- We all have the right to be treated with respect.
- We all have the right to feel safe.
- We all have a right to receive praise for good work and behaviour.
With rights come responsibilities.
- To follow the school rules agreed by all members of the school.
- To arrive promptly for lessons and registration and get ready to start immediately.
- To be organised, with the correct equipment.
- To listen and to follow instructions the first time they are given.
- To give full attention.
- To raise a hand if you want to speak and wait for your turn.
- To work quietly.
- To remain in your place unless asked to move.
Students will be rewarded for good work and behaviour.
- Direct verbal praise for work done or expressing the right attitude, commitment and effort. Good work will be put on display.
- Verbal praise passed to tutors, year heads, etc.
- White board in the staff room to record praiseworthy events.
- Letter or telephone home to congratulate you following a particular achievement or event. (Praise postcards are available to make this easier).
- Praise given in assemblies, governors’ reports and other public occasions.
- Certificate of commendation following a particular achievement or event.
- An award will be presented for excellent attendance.
- Reward of greater responsibilities and/or privileges.
- Written merit/commendations from staff, which are then handed in to tutors who keep a record.
20 merits; £5 Gift voucher
40 merits; £10 Gift voucher
60 merits; £15 Gift voucher
80 merits; £20 Gift voucher
100 merits; £25 Gift voucher
- Tutors are provided with a regular update of the total number of merits achieved by the tutor group. This total along with the least CFCs, best attendance and best equipment spot checks will be published for each year group on the notice board opposite the dinner queue. The winning tutor group from each year will be rewarded; e.g. with a day of non-school uniform at the end of each half term. The winning tutor group at the end of each academic year could for example be taken to the Super Bowl in Morecambe.
- There will be a tutor award for the student of the term.
- Parents will be informed following review week to give praise for the achievements made in the last term at school.
- School certificates and book tokens are presented at each year’s awards evening to celebrate success at the end of the academic year for both effort and achievement.
- There is a Headteacher’s award.
The Lakes School Sanction System
A simple system of 5 hierarchical school consequences will be in operation. A CFC should be completed for each consequence at consequence 2 and above.
Teacher verbal reprimand – A “quiet word” staff may not always consider it necessary to complete a CFC.
An incident that requires a teacher/department sanction e.g. failure to complete homework on time, disruption to a lesson through constant talking.
A CFC must be completed and shared with HoD before being given to form tutor. A department sanction such as break/lunchtime detention or litter picking should be given.
CFC teacher > HoD>(2 copies) 1>form tutor, 1>Pam Corrie
One hour Big Detention on a Friday after school – only to be served after notification to parents and formal recording through the office – A CFC must be written, this may be for repeated disruptive behaviour, repeated failure to bring correct equipment and department sanctions must have been used first. Any student who misses Big Detention without good reason will be given one school day to do the detention i.e. the following Monday in most circumstances, if they fail to attend then they will move to C4. Students who are awarded 3 C3s in one term will move to C4.
CFC for consequence 3 teacher>HoD>(2 copies) 1>form tutor, 1>DoP>Pam Corrie
Consequence 4 – Internal Exclusion
If a student is involved in a serious incident e.g. verbal abuse of others, threatening behaviour then a period of internal exclusion may be required. Parents will be informed of this.
CFC teacher>HoD>DoP/SLT (Inform Parents) > Pam Corrie
Consequence 5 – External Exclusion
For serious incidents. Decisions to externally exclude will not be taken without clear evidence usually witness statements and involvement of DoP and SLT and confirmation by the Headteacher. To be used for incidents such as threats of physical violence/assault/racial abuse/serious verbal abuse and students who have a number of C4 sanctions or other record of continuing disruptive behaviour.
Teacher>HoD>DoP/HT (SLT)(inform parents ASAP in writing)> Donna Bell
All CFCs should after the incident has been resolved, be given to PCo in the main school office so that they can be entered on the CMIS system.
Repeated incidents may lead a student to be placed on the report system for close monitoring. This may be to monitor homework, behaviour, equipment etc.
Behaviour Management Policy
The Lakes School aims to be a caring community:
- to recognise and reward each individual
- to have high expectations of all students
- to ensure their safety and well being at all times
- to enable effective learning and progress to take place
The guidelines we have set for the behaviour of students and our relationship with them are crucial to the fulfilment of these aims.
It is our responsibility and intention to:
- establish patterns of experience and behaviour which support the school aims and prepare students for adult life
- encourage students to respect and value each other
- ensure that students respond to our high expectations
- create an atmosphere and purpose in the school which discourages negative attitudes and bullying and provides all students with confidence and security
- create a safe, orderly and co-operative environment in which all students are able to reach their full potential
- recognise and reward positive achievement – whether apparently small or large
- encourage students to care for school, community, their own and each other’s property
- provide a framework of support for all students which includes liaison with parents and external agencies when appropriate
- monitor the working conditions, arrangements and experiences of students so as to maintain co-operative and positive learning environment
- respond promptly and appropriately to negative an anti-social behaviour
- involve students in the review and maintenance of good behaviour
- encourage students to have high expectations of themselves and each other
- ensure that students represent the school with the above guidelines
Detailed policy statements on key areas of discipline/behaviour and support are set out under the following headings:
- The tutor’s responsibilities
- The teacher’s responsibilities
- The student’s responsibilities
- Partnership with parents
- External intervention
- Positive reinforcement and sanctions
The tutor’s responsibilities
The tutor group provides a most important base in a student’s school life. For all students regular, personal contact is vital. The tutor provides a unique link between subject teachers, senior staff, parents and external agencies and therefore plays a significant part in the development of each student.
The pastoral system in The Lakes School is both caring and supportive. Tutors should take every opportunity to reward good work and behaviour, and emphasise individual potential both academically and socially.
Key Responsibilities include the need to:
- get to know each student as an individual
- ensure that each student has at least two one-to-one tutoring opportunities each academic year
- provide opportunities for each student to receive personal time for reviewing progress, celebrating achievements, identifying weaknesses and setting targets
- take an interest in the activities of the group and encourage them to become involved in school events
- oversee school uniform standards
- complete register details daily following up lateness and absence in the agreed way
- follow up referrals and other requests promptly and appropriately. (It is our policy for the initial response to parental contact to be with 24 hours; if necessary with follow up within five days.)
- complete administrative routines efficiently and manage the tutorial period in an orderly manner
- maintain a constant watch for signs of anxiety or concern, discussing these with other key staff, parents and external agencies as appropriate
- involve parents early in both the success and the concerns which may affect a student’s educational progress
- ensure the group takes responsibility for its room during non-lesson time
- provide a space on which tutor group information can be displayed and ensure this is kept up to date regularly
- play a full part in the reinforcement of positive attitudes to work and behaviour, including the use of the formal school systems and recording awards of merits/commendations
- assist in the delivery of the PHSE and Citizenship programme
- model the standards and attitudes of respect and care, for both people and property, that are expected from students.
The individual tutor is initially responsible for the general oversight and welfare of his or her students. Where referral to other key staff is necessary, this may take various forms.
- to the subject teacher – when a concern relates directly to a particular subject lesson
- to the Head of Department – when the concern is more serious or more persistent and relates to the work or behaviour within a subject area
- to the Director of Progress where a problem persists, is more general or more serious, requires further follow up or external intervention
- to the Deputy Heads/Head – when a serious incident occurs involving the flagrant disregard of school rules or where the safety of the student (or others) is at risk.
Monitoring, support and review
It is the responsibility of the tutor and Director of Progress, if appropriate working with the other key staff, to oversee the fulfilment of these responsibilities.
The teacher’s responsibilities
The role of the teacher is seen as crucial in establishing and maintaining high standards of behaviour throughout the school.
Key responsibilities include the need to:
- establish and maintain a calm and purposeful classroom atmosphere
- be punctual and ensure an orderly entrance to and exit from lessons
- oversee the maintenance of teaching rooms
- get to know students as individuals
- follow up referrals and other requests promptly and appropriately. (It is our policy for the initial response to parental contact to be within 24 hours; if necessary with follow up within five days.)
- be consistent and fair in the implementation and reinforcement of school policies on dress and all aspects of behaviour
- plan and organise lessons effectively and include differentiated material as appropriate, to maximise learning opportunities
- use a variety of teaching styles to maximise student interest and progress during lessons
- keep up to date with, and implement, the SEN Code of Practice policies
- reinforce good work and behaviour in a clear, positive and open way, where necessary using the formal school systems
- limit and control poor behaviour by the regular use of school sanctions
- refer students to key staff responsible as soon as concerns develop
- model the standards and attitudes of respect and care that are expected from students
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