Behaviour and Discipline Policy 2018-05-25T09:55:26+00:00

Behaviour and Discipline Policy

1.0       POLICY STATEMENT

Teachers and students at AFDA sites should work together to establish and maintain a learning and social environment which emphasises positive behaviour, and where care and concern for others are valued.  Behaviour management is an integral part of AFDA, which teaches appropriate and relevant social skills to all students.  This enables students to participate fully in the home, school and local community and prepares them for the responsibilities of adult life in an ethnically diverse society.

2.0       AIMS

AFDA aims to:

  1. promote the highest possible degree of consensus about standards of behaviour among staff, students and parents;
  2. provide clear guidance to staff, students and parents about standards of behaviour and their application;
  3. encourage staff to recognise and praise good behaviour as well as deal with inappropriate behaviour and notify parents of successes and problems;
  4. develop rewards and sanctions to reinforce positive behaviour and challenge inappropriate behaviour, ensure that rewards and punishments are fairly and consistently applied and that they are appropriate to the situation;
  5. promote tolerance and consideration for others regardless of race, creed, gender, perceived ability, age, appearance or disability and develop appropriate strategies to eradicate bullying;
  6. ensure the safety and well being of students, members of staff and the general public;
  7. allow students to develop and demonstrate positive abilities and attitudes;
  8. teach students to have self-control, to take responsibility and be accountable for their own actions and to make the distinction between minor and more serious misbehaviour;
  9. teach students to take care of and respect their environment and community;
  10. give students every opportunity to take responsibilities and to make a full contribution to improving behaviour.

3.0       ROLES AND RESPONSIBILITIES

3.1       It is the responsibility of SLT and ACL to

  1. encourage and foster acceptable standards of behaviour, good personal relationships and a respect for the individual;
  2. address promptly any breaches of good conduct and behaviour, using informal procedures where possible but implementing formal procedures where necessary.

3.2       It is the responsibility of all staff, including delivery partner staff to familiarise themselves, and comply with, this policy and procedure in accordance with relevant professional standards.  In particular staff should:

  1. be punctual for lessons;
  2. ensure that students enter and leave the classroom in an orderly manner;
  3. display good classroom management;
  4. establish a stimulating learning environment;
  5. provide adequate supervision during lessons;
  6. mark and return work promptly and regularly;
  7. be courteous and polite to students and avoid the use of sarcasm or scathing remarks;
  8. praise, encourage and reward students wherever possible and consequently encourage appropriate behaviour rather than rely on negative sanctions;
  9. make it obvious that each student is of equal importance and that praise, rewards and sanctions are used equitably; and
  10. seek further help and guidance from other members of staff and regard this as an appropriate strategy rather than an admission of failure.

Staff should recognise that through their own behaviour and manner they will demonstrate and encourage high standards.

3.4       It is the responsibility of students to develop positive relationships in the classroom and demonstrate acceptable standards of behaviour, good personal relationships and a respect for the individual.

3.5       It is the responsibility of parents/carers to support AFDA and its educational partners in encouraging and fostering in their children, acceptable standards of behaviour, good personal relationships and a respect for the individual.

4.0       PROCEDURES

4.1       AFDA and its educational partners will encourage positive behaviour by:

  1. providing a challenging and stimulating learning environment;

reinforcing positive behaviour through individual guidance and counselling;

  1. informing parents at the earliest opportunity of successes and behavioural problems and involving them fully in measures to recognise these and where necessary remedy them;
  2. liaising with outside agencies to develop strategies to encourage positive behaviour in students;
  3. offering the opportunity for individual guidance and counselling to students to develop monitor and review behaviour;
  4. motivating students through the content and methods of delivery of the whole school curriculum and expecting high standards from them; and
  5. offering appropriate training to meet the needs of teaching and non-teaching staff dealing with behaviour problems.

4.2       Wherever a teacher is confronted with examples of inappropriate work and/or behaviour from students in the classroom, the strategies and procedure in Appendix A should be followed.

AFDA Sanctions Grid

Optional/suggested sanctions

Compulsory actions

Student Choices:

Punctuality, manners, equipment and organisation, care of the environment, bad language:
Immediate intervention by teacher and/or coach
Formal warning to modify behaviour
Final warning to modify behaviour
Keep back at end of session,
Work in other class
Record in incident/behaviour log

Consistent Student Choices:

Punctuality, manners, equipment and organisation, care of the environment, bad language:
Immediate intervention by teacher and/or coach
45 minute detention, or similar
Record in incident/behaviour log

Consistent Student choices – learning

Students behind on work, without cause and no effort to catch up:
Club intervention – (Teacher/coach, with approval from Lead staff)
Club detention – Wednesday from 12-3,
Interview with parents,
Short term Isolation,
Removal from training – to catch up
Behaviour contract with learner
Record in incident log/behaviour
Send letter/email to parent – record must be kept

Serious breaches/Consistently at Level 2 and/or 3

Serious breaches, such as: refusing to wear correct kit, malicious damage, smoking on site, or in the immediate vicinity, non-compliance foul language at a member of staff. Consistently at Level 2 and/or 3, with interventions having limited impact.
SLT and ACL  intervention
Removal from training & matches
Longer term isolation
Fixed term exclusion
Review of learning needs, and AP
Interview with parents
Behaviour contract with learner and parents
Record in incident/behaviour log
Send letter/email to parents – record must be kept
If Fixed Term Exclusion – Re-admittance meeting following exclusion must take place between parent/guardian, learner, and two staff, including SLT and ACL before the learner is allowed back on the course. A record of this must be kept.

Dangerous breaches/repeatedly at Level 4

Serious breaches of code of conduct, such as: bringing illegal drugs onto site, bringing in an offensive weapon, theft, assault against a member of staff. Repeatedly at Level 4, with interventions having limited impact.
Final Intervention – SLT, consulting AFDA Principal
Final Fixed Term Exclusion, resulting in Behaviour Contract
or
SLT/ACL/AFDA PRINCIPAL/SMT Education Partner
Permanent exclusion
Record in incident/behaviour log.
Meeting with parents – Minuted, with records kept
If Fixed Term Exclusion – Re-admittance meeting following exclusion must take place between parent/guardian, learner, and two staff, including Regional Leader and/or MD, before the learner is allowed back on the course. A record of this must be kept.