The Trinity Handbook
This policy document outlines the key principles and vision in terms of behaviour in school. This policy is written with reference to the Trinity Catholic School Mission Statement:
Ethos and Rationale
At The Trinity Catholic School we believe each individual child has the right to feel valued and respected so that they feel a sense of ‘belonging’ in a cohesive and caring community. All members of the school community should work together to maintain an atmosphere conducive to learning with mutual respect, consideration, tolerance and understanding for each other. We believe that good behaviour and discipline are essential to successful teaching and learning.
We work hard to provide a safe school where students feel included in every aspect of school life and comfortable to voice their opinions. Each student is nurtured through praise, encouragement and a celebration of achievement.
The policy outlines what we expect from all our students in terms of their behaviour, and the sanctions that will be enforced if this policy is not adhered to. It extends to all members of our school community and is written in line with our governing body’s statement of behaviour principles.
We believe good behaviour and self discipline have strong links to effective learning, and are vital for pupils to carry with them both during and after their school years.
The Trinity Catholic School believes that all pupils should be aware of the standards of behaviour that are expected of them, and takes responsibility for promoting these standards. We hope that by encouraging positive behaviour we can promote good relationships throughout the school built on trust and understanding, and that through the use of this policy we can support all of our students in developing a high level of social awareness. Our aim is to ensure that all our students leave Trinity with the key skills they need to continue to progress to the best of their ability in life.
Trinity aim to promote particular qualities, including; co-operation, responsibility, courtesy and respect for other people. We hope to meet everyone’s needs so that all can succeed, provide an enjoyable, stimulating and safe environment and develop respect for ourselves, for each other and for our school community.
Roles and Responsibilities
The Governing Body
The Governing Body will establish, in consultation with the Headteacher, staff and parents/ carers, a policy for the promotion of desired behaviour and keep it under review. It will ensure that it is communicated to parents and carers and pupils, is non discriminatory and the expectations are clear. The governors will support the school in maintaining high standards of the desired behaviour of all pupils and staff.
The Headteacher will be responsible for the implementation and day to day management of the policy and procedures. The Headteacher in conjunction with the Governing Body and teaching staff will also ensure that the concerns of the students and parents/ carers are listened to and appropriately addressed.
All Staff and Volunteers
All staff and volunteers will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied. All staff have a significant responsibility, with the Headteacher for creating a high quality learning environment and teaching positive behaviour for learning.
Consistent Approach to Behaviour Management
To deal with challenging behaviour staff actions will be measured and consistent throughout the school. It is essential that all staff are familiar with the school’s desired expectations in relation to behaviour management in and outside of lessons and are absolutely consistent in their expectations of high standards of behaviour and the application of sanctions and rewards. Staff should ensure they are well prepared for lessons so that teaching and learning activities are enjoyable and matched to the ability of the students, thus reducing any possible opportunity for students to be off task.
The most effective behaviour management is achieved through good relationships between staff and students, characterised by mutual respect. Students very much value staff who actively seek to engage in conversations with them in the corridor and whilst on duty and it is the power of this communication which inspires us all to live out our Christian values.
When a student behaves outside the school’s expectations, disciplinary action is usually most effective when it is taken by the member of staff responsible for the student at that time. This normally means that the matter is dealt with swiftly, expectations are reinforced and relationships are maintained. Therefore, preventing an escalation of the problem. Equally, we should acknowledge that praise and reward for positive behaviour are also effective in reinforcing expectations and minimising discipline.
All staff are expected to implement the school procedures for effective classroom teaching.
Our distributed leadership ensures all middle and senior leaders ensure the school’s Behaviour Policy is applied consistently. This will be achieved through subject learning walks, classroom observations, student/ parental feedback, teacher training and data reports from the school’s behaviour management system.
During any teaching and learning activity, whether it be in school or beyond the school gates, the subject teacher and support staff are responsible for the safety and welfare of every student in their care. This means securing knowledge and understanding of any relevant background information including SEND information, care plans, EAL needs, G&T requirements etc. and then using this information to inform teaching and learning strategies, pastoral care and guidance needs.
Subject Leaders and Subject Managers
Subject Leaders and Subject Mangers are responsible for supporting individual staff in their teams and should work collaboratively to discuss any potential areas of inconsistency and to share good practice as we continue to enhance the skills and expertise of staff. They may also consult with Progress Coordinators for additional support.
Progress Coordinators and Assistant Progress Coordinators
Progress Coordinators and Assistant Progress Coordinators are responsible for tutors in their respective teams during tutor periods and acts of worship. This includes supporting staff in their liaison with parents, remembering that the tutor is the first point of contact for parents. Tutors are expected to track the reasons for absence, uniform, religious participation and communication with parents via the contact book.In cases where students have escalated through this robust approach, Progress Coordinators will liaise with senior leaders to agree a plan for that student.
Parents / Carers
Parents / Carers are expected and supported to take responsibility for the behaviour of their child both inside and outside of school. The school will encourage parents/ carers to work in partnership with the school to assist in maintaining the desired standards of behaviour and attendance.
The school expects parents to support their child’s academic, social, personal and spiritual development by:
- Support the school in line with the Home School Agreement
- Sending their child to school each day punctually suitably clothed, equipped and ready to learn.
- Reading and signing your child’s planner.
- Ensuring their child is completing homework set on time.
- Encouraging their child to take part in extra curricular activities.
- Contacting the school with any information which may affect the behaviour of their child.
- Support their child’s academic achievement by attending Parents’ Evenings and supporting with preparation for examinations.
- Supporting the School’s policies and guidelines for behaviour, uniform, mobile phone, ICT usage and school discipline
- Working with the school to support their child’s positive behaviour.
- In the case of exclusions, we ask that parents provide appropriate supervision for their child during the time that they are excluded from school and to attend a reintegration meeting at the school with their child.
The school expects all of its students to show respect to each other, to school staff, and anyone else that they may meet. Incidents of bullying, denigration, or bringing intentional harm to other students or staff will not be tolerated. Pupils are ambassadors to our school even when off school premises and we expect them to act accordingly. They are expected to obey school rules, listen, follow instructions by staff, and accept and learn from any sanction they receive. This extends to any arrangements put in place to support their behaviour such as Pastoral Support Programmes, Conduct Reports or behaviour contracts.
School work and homework will be well presented, completed to an acceptable standard and handed in on time. Failure to hand in work will lead to disciplinary sanctions.
We encourage pupils to keep their parent/carer appropriately involved in their life in school.Under no circumstances will illegal or inappropriate items be bought into school, and all students will respect and look after the school premises and environment. The following behaviour is regarded as completely unacceptable and will result in disciplinary actions and possibly in exclusion, depending on the circumstances:
- Persistent low level disruption
- Verbal abuse towards staff and others
- Verbal abuse towards pupils
- Physical abuse to/ attack on staff
- Physical abuse to/ attack on pupils
- Indecent behaviour
- Damage to property
- Misuse/supply/ possession of illegal drugs
- Misuse of other substances
- Serious. Actual or threatened violence against another pupil or a member of staff
- Sexual abuse or assault
- Racist abuse
- Homophobic abuse
- Carrying and offensive weapon
- Unacceptable behaviour which has previously been reported and for which school sanctions and other interventions have not been successful in modifying the pupil’s behaviour
- Other behaviour which is deemed unacceptable
- Promoting Good Behaviour to Achieve SuccessWe will promote good behaviour by:
- Having high expectations of all pupils through a consistency of approach between teachers, faculties and support staff.
- Be actively committed to the needs of each individual child by meeting their educational, social and behavioural needs, including identifying and implementing individual support packages. This applies particularly for pupils with disabilities or social, mental or emotional needs.
- Contributing to the development of s safe, caring and intellectually stimulating environment where pupils can be ambitious to learn and achieve.
- Equipping pupils with the appropriate personal, social and academic skills in their transition to Further Education or the ‘world of work’.
- Developing an understanding and respect for each other’s uniqueness, to foster a cohesive school and the wider community.
Further Policies Relating to Behaviour
Trinity's Behaviour Policy is supported by a collection of policies that can be found on the school website:
- Attendance Policy
- Bullying - Cyber-Bullying
- Exclusions Policy
- Courtesy and Manners
- Home School Agreement
- Mobile Phones
- Pupil Support Systems
- Restraint Policy
- Promoting Good Behaviour to Support Success
- School Rules - An Outline
- School Rules - Further Explanation
- School Uniform
- Smoking, Alcohol and Substance Policy
Review Date: July 2017