IPPN JANUARY 2009

"Promoting positive behaviour can only occur in a mutually responsive learning environment that offers whole learning to a whole child within a whole school..." Tim O Brien

“There are few professions other than teaching where gaining personal meaning through improving the lives of others for years and even generations to come is so palpable and so profound” (Fullan, 1999:82).

The behaviour of a very large majority of pupils remains satisfactory or better Most schools are successful at managing behaviour and creating an environment in which pupils feel valued, cared for and safe The most common form of poor behaviour is persistent low-level disruption of lessons that wears down staff and interrupts learning. Source: ‘School Matters’ 2006, Ofsted 2006

Behaviour is significantly better in settings which have a strong sense of community and work closely with parents. In these settings learners feel safe and are confident that issues such as bullying are dealt with swiftly and fairly. A strong lead by senior managers who set high standards and provide close support to staff contributes significantly to the effective management of behaviour. Staff in some settings require more training in managing and improving the behaviour of more difficult pupils. The quality of accommodation has a significant impact on behaviour. Accommodation that is welcoming, stimulating and well maintained tends to foster good behaviour.

Schools recognised that behaviour issues would not be resolved by just updating discipline policies Behaviour was tackled as part of a wider school improvement strategy Schools promoted honesty, ownership, teamwork Schools identified behaviours that were most challenging and planned accordingly Schools used external support effectively

A significant proportion of pupils with difficult behaviour have special education needs and face disadvantage and disturbance in their family lives. Many have poor language skills. Problems with reading and writing often begin early and continue into secondary school, limiting achievement in a range of subjects. Source: Ofsted 2006

COMPLIANCE & COMPLETENESS SUPERSEDE CIRCULARS: 20/90 AND M33/91 USE GUIDELINES TO:  REVIEWUPDATEREGULAR  REFLECT ONGOINGREGULAR  AUDITCURRENT  Process & content should take account of good practice outlined  Plan to review, with timeframes – approved & adopted by the board

“The code expresses the vision, mission and values of the school and its Patron. It translates the expectations of staff, parents and students into practical arrangements that will help to ensure continuity of instruction to all students. It helps to foster an orderly, harmonious school where high standards of behaviour are expected and supported.”  Page 2

1 Introducing the Guidelines 2 Auditing and reviewing the code of behaviour 3 Principles underpinning an effective code of behaviour 4 Understanding behaviour 5 A whole-school approach to the code of behaviour 6 Setting standards of behaviour 7 Promoting good behaviour 8 Responding to inappropriate behaviour 9 Implementing the code of behaviour 10 Suspensions and expulsions: legal and procedural requirements 11 Suspension 12 Expulsion

Structure of the Guidelines Key/Core Messages

a) The standards of behaviour that shall be observed by each student attending the school b) The measures that may be taken when a student fails or refuses to observe these standards c) The procedures to be followed before a student may be suspended or expelled from the school concerned d) The grounds for removing a suspension imposed in relation to a student e) The procedures to be followed relating to notification of a child’s absence from school

 Clarity  Affirmation that everyone’s behaviour matters  Promoting good behaviour  Balancing needs  Relationships  Personal responsibility  Fairness & equity  Promoting equality  Recognition of educational vulnerability  Attending to student welfare  Attending to staff welfare  Promoting safety & freedom from threat

School Rules  Kept to a minimum  Clear, simple language  Stated positively ; what to do + what not to do  Based on a clear rationale – explained, understood & agreed  Developed through consultation  Communicated/referred to regularly  MODELLING

Whole School Strategies:  Agreed ways of describing Behaviour NB  Arrangements for Recording Behaviour  A Ladder of Intervention: lists, bullying: the code needs to articulate what action the school will take in relation to alleged breaches of the policy  DUTY OF CARE: Integral part of our professional practice

The purpose of a sanction is to bring about a change in behaviour by: helping students to learn that their behaviour is unacceptable helping them to recognise the effect of their actions and behaviour on others helping students (in ways appropriate to their age and development) to understand that they have choices about their own behaviour and that all choices have consequences helping them to learn to take responsibility for their behaviour. A sanction may also: reinforce the boundaries set out in the code of behaviour signal to other students and to staff that their wellbeing is being protected. In instances of more serious breaches of school standards, sanctions may be needed to: prevent serious disruption of teaching and learning keep the student, or other students or adults, safe.

A form of positive intervention Use respectfully Should defuse not escalate Preserve the dignity of all Applied fairly & consistently Be Timely Part of a plan to change behaviour Used consistently Students & parents know what sanctions are used in the school Proportionate Appropriate Caution!!!! Inappropriate Duty of care, SEN

IMPLEMENTING THE CODE Ch 9 Teaching the Code and building student competence Parental Involvement Monitoring of Behaviour: Principal and BOM responsibilities Records, Data Protection Concerns & Complaints Child’s Absence

- Legal Context: Entitlement to Education FAIR PROCEDURES BASED UPON THE PRINCIPLES OF NATURAL JUSTICE  THE RIGHT TO BE HEARD: what that entails  THE RIGHT TO IMPARTIALITY  Authority to Suspend  Application: “principles…. always apply, but degree of formality will depend on the gravity of the alleged misbehaviour and on the seriousness of the possible sanction”67/68

“Where the purpose of a proposed suspension is clearly identified, and that purpose cannot be achieved in any other way, suspension can have value” Grave Rolling suspensions State examinations Open-ended Report to the BOM Reaching/exceeding 6 days to NEWB Inform the student and their parents about the complaint Give parents and student an opportunity to respond.

EXPULSIONS Reserved for BOM Significant evidence of intervention. Serious misbehaviour as per suspension Difference: all possibilities for changing the behaviour have been exhausted Generic Imposition (automatic) does not remove the duty to follow due process & fair procedures Examples of Expulsion for single breach Factors to consider Procedures No dictate on no. of meetings. Autonomy of BOM’s

STEPS 1. Detailed investigation under direction of Principal 2. A recommendation to the BOM by the Principal 3. Consideration by the BOM of the Principal’s recommendation & the holding of a hearing 4. BOM deliberations & actions following the hearing: EWO in writing of its opinion: Section 29 “will automatically succeed” 5. Consultations arranged by the EWO within 20 days: Pending the outcome of consultations Confirmation of decision to expel – formal, appeal

The AUDIT Audit Checklist Website Identify what’s working well Identify deviation and deficit Priorities with Timeframe

Whole school approach See Chapter 5 A whole-school approach to the code of behaviour Audit Question YNNotes Are key policies and practices checked to see how they impact on student behaviour? Do staff have opportunities to work as a team to develop a whole-school approach to behaviour? Do parents and students have an opportunity to contribute to school policy?

Responding to Inappropriate Behaviour See Chapter 8 Responding to inappropriate behaviour Audit QuestionYNNotes Has the school an agreed set of strategies for helping students to change inappropriate behaviour? Has the school a written policy on how sanctions are used to help students? Do named members of staff have clearly defined roles and responsibilities in relation to behaviour? Does the school have a standardised way for staff to record matters to do with student behaviour? Does the school have written policies about bullying and harassment?

“Caring is the bedrock of all successful Education…” “Students learn best in a caring environment. They listen to people who ‘matter to them’ and ‘to whom they matter’….” (The Challenge to Care in Schools, Noddings, 2005)