DEVELOPING A SUSTAINABLE CODE OF BEHAVIOUR IN YOUR SCHOOL BEHAVIOUR MATTERS DEVELOPING A SUSTAINABLE CODE OF BEHAVIOUR IN YOUR SCHOOL IPPN 2010

A NOBLE PROFESSION (Fullan, 1999:82). “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).

Looking at Behaviour "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 3

Present Reality 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

Most Successful Strategies for Improving 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 Source: Ofsted inspections of 35 schools in 2005 and 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. The quality of accommodation has a significant impact on behaviour. Accommodation that is welcoming, stimulating and well maintained tends to foster good behaviour. 6

Present Reality 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

What is Behaviour? Behaviour is anything a person does which can be observed Behaviour has to be learned & so can be taught Everyone can learn new behaviour Behaviour which has been rewarded is more likely to be repeated Behaviour is influenced by what happens before it and what happens after it.

Effective teaching and learning are closely linked to good behaviour. What teachers, other adults and other students do in response to a student’s behaviour is critical in influencing the choices students make about how they behave. Effective teaching and learning are closely linked to good behaviour. Positive acknowledgement is a very effective way of influencing and promoting good learning behaviour. The quality of relationships affects behaviour. 9

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Guidelines 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

What is a Code of Behaviour? “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 Page 2

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

AUDIT CURRENT REVIEW REGULAR REFLECT ONGOING PURPOSE OF GUIDELINES LEGAL COMPLIANCE SUPERCEDE CIRCULARS: 20/90 AND M33/91 USE GUIDELINES TO: AUDIT CURRENT REVIEW REGULAR REFLECT ONGOING Process & content must take account of good practice outlined in the guidelines Plan to review, with timeframes – approved & adopted by the board

PRINCIPLES UNDERPINNING AN EFFECTIVE CODE OF BEHAVIOUR (Chapter 3) 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 Chapter 3 Describes school expectations for everyone. Also articulates its response to behaviour that disrupts or diminishes the quality of teaching & learning Climate and atmosphere created by the behaviour of everyone. Focus is on promoting good behaviour

Standards of Behaviour (Ch 6) 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

Sanctions/Procedures Sanctions should: be immediate and discrete provide school with opportunities to make low level response to pupil behaviour have a hierarchy appropriate to behaviour be fair be consistent be appropriate to meet individual needs

How many triangles are there? MOTIVATION How many triangles are there? There are 15 triangles Details of the answer on page 102 louise porters book

Half hearted Competitive response Group response Motivation to Invest Napier & Gershenfeld 2004

Responding to Inappropriate Behaviour (Chapter 8) Whole School Strategies: Agreed ways of describing Behaviour NB Arrangements for Recording Behaviour Duty of Principal 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 Chapter 7 deals with Promoting Good Behaviour

Good Practice in the use of Sanctions 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

SUSPENSIONS & EXPULSIONS - FAIR PROCEDURES BASED UPON THE PRINCIPLES OF NATURAL JUSTICE THE RIGHT TO BE HEARD: what that entails THE RIGHT TO IMPARTIALITY Authority to Suspend : IN WRITING THE RIGHT TO BE HEARD INCLUDES: The right to be heard means: • the right to know that the alleged misbehaviour is being investigated • the right to know the details of the allegations being made and any other information that will be taken into account • the right to know how the issue will be decided • the right to respond to the allegations • where the possible sanction is of a serious nature, the right to be heard by the decision-making body • where the possible sanction is of a serious nature, the right to ask questions of the other party or witnesses where there is a dispute about the facts. The right to impartiality means: • the right to an absence of bias in the decision-maker • the right to impartiality in the investigation and the decision-making. Freedom from bias entails ensuring that a person with an interest in the matter is not involved in the investigation or decision-making. If a person has pre-conceived opinions, a vested interest or personal involvement in the matter, they should not attempt to settle that matter. An impartial process is one that allows a decision to be made based on an unbiased evaluation of information and evidence. Generally, impartiality requires that the investigation is separated from the process of making a decision so that the decision-maker comes to the task with an open mind.

SUSPENSIONS & EXPULSIONS “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. 23 23

The AUDIT Audit Checklist Website Identify what’s working well Identify deviation and deficit Priorities with Timeframe 24

Whole school approach See Chapter 5 A whole-school approach to the code of behaviour Audit Question Y N Notes 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? 25

How young people see it Sometimes the young people’s bad behaviour is as a result of being provoked or the teacher making the situation worse. It’s a two way process with the young people and the teacher Some teachers think good behaviour is being quiet, not doing any work in class and not asking any questions The school code of behaviour is important because it’s important the students know what they can and can’t do The Principal and teacher should listen to the young person’s side of the story and not just the teacher There are certain teachers you would go to if you had a problem, you wouldn’t go to the counsellor …as you would get slagged and you know they are going to talk about you in the staff room Some teachers do not enforce the school rules and come up with their own

Facilitating Change Lambert, 1992 15% - Technique 15% - Reputation 30% - Relationship 40% - Strengths focused Lambert, 1992

Creating The New You Believe that you can