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Behaviour and Discipline

Rationale

We want school to be enjoyable for every student. Students should be able to learn, appreciate their lessons, make friends and be enthusiastic about school. We want to encourage good behaviour and discourage behaviour that would undermine learning or confidence between students or students and staff. We will reward desirable behaviour with praise and tangible rewards and will impose consistent, clear and unavoidable sanctions for unacceptable behaviour.

Introduction

The Governing Body believes that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary. It seeks to create a caring and learning environment in the school:

  • Encouraging and acknowledging good behaviour and discipline.
  • Promoting self esteem by encouraging students to value and respect themselves and others.
  • Providing a safe environment free from disruption, violence, bullying and any form of harassment.
  • Promoting early intervention.
  • Ensuring a consistency of response to both positive and negative behaviour.
  • Encouraging a positive relationship with parents and carers to develop a shared approach to involve them in the implementation of the school’s policy and associated procedure.
  • Encourage children to take responsibility for their behaviour, acknowledging when their behaviour has not been acceptable.

Roles and responsibilities

The Governing body will establish in consultation with the head, staff and parents the policy for the promotion of good behaviour and keep it under review. It will ensure that it is communicated to pupils and parents, is non-discriminatory and the expectations are clear.

Governors will support the school in maintaining high standards of behaviour.

The Head Teacher will be responsible for the implementation of the policy and procedures, with the day to day management delegated as appropriate.

Staff, including teachers, support staff and student teachers, will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied. Mutual support amongst all staff in the implementation of the policy is essential so that a high quality learning environment is created in which students develop self-discipline and personal responsibility.

The governing body, Head Teacher and staff will ensure there is no differential application of the policy on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. They will also ensure that the concerns of pupils are listened to and appropriately addressed.

Parents and carers will take responsibility for the behaviour of their child both inside and outside the school. They will be encouraged to work in partnership with the school in maintaining high standards of behaviour and will have the opportunity to raise with the school any issues arising from the operation of the policy. As made clear in The Home School Agreement it is extremely important that parents understand and support the school’s behaviour policy and help their children understand why respecting this policy is important for the well-being of every student and the smooth running of the school. There may be rare times when parents do not agree with the chosen consequence. In such cases, while the school will be willing to discuss the matter, we expect that parents will nonetheless support the school’s decision.

Students will be expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedures and expectations. Students also have a responsibility to ensure that any incidents of disruption, bullying and any form of harassment are reported.

 Equality Impact Statement

We will do all we can to ensure that this policy does not discriminate, directly or indirectly. We shall do this through regular monitoring and evaluation of our policies. On review we shall assess and consult relevant stakeholders on the likely impact of our policies on the promotion of race quality, equality for disabled persons, gender equality and community cohesion using an appropriate Equality Impact Assessment. The policy may be amended as a result of any review.

Hierarchy of Rewards

It will be normal practice to reward students verbally for good work and behaviour.  Thereafter, the following staged procedures will take place at all key stages from Y7-13.

Hierarchy of Incidents/Sanctions

The hierarchy of sanctions provides a formal and commonly understood structure for students, staff, parents, and governors in order to maintain the code of conduct.  Sanctions should always be applied fairly and consistently without undermining the students’ sense of self-respect.  The staged procedures are applied to all years, Y7-13.