Burnley High School believes that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary.
We have extremely high expectations in terms of the behaviour we expect to see from our learners at all times and as staff, we pride ourselves on being excellent role models at all times. We do the following to ensure our learning environment is a positive, productive one allowing for progress for all:
- Promote good behaviour and discipline.
- Promote self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect.
- Ensure fairness and consistency of treatment for all.
- Encourage consistency of response to both positive and negative behaviour.
- Promote early intervention through the use of a range of strategies, including individual behaviour plans and restorative meetings.
- Provide a safe environment free from disruption, violence, bullying and any form of harassment.
- Encourage 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 procedures.
Roles and Responsibilities
The Governing Body will establish, in consultation with the headteacher, 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 Headteacher will be responsible for the implementation and day-to-day management of the policies and procedures. Support for staff faced with challenging behaviour is also an important responsibility for the headteacher.
Staff – including, teachers, support staff and volunteers, 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. Staff have a key role in advising the headteacher on the effectiveness of the policies and procedures. They also have responsibility, with the support of the headteacher, for creating a high quality learning environment, teaching good behaviour and implementing the agreed policy and procedures consistently.
Parents and carers have responsibility for the behaviour of their child both inside and outside the school. They will be encouraged to work in partnership with the school to assist 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.
Learners and parents/carers will be made fully aware of the school policy, procedure and expectations and will be expected to conform to them. Pupils will respect the authority of staff. Pupils also have a responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment are reported.
Procedures and Communication
The procedures arising from this policy will be developed by the Headteacher in consultation with staff. The procedures will make clear to the pupils how acceptable standards of behaviour can be achieved and will have a clear rationale which is made explicit to staff, pupils and parents in the Code of Conduct. The procedures will be consistently and fairly applied and promote the idea of personal responsibility and that every member of the school has a responsibility towards the whole community.
A school ethos of encouragement is central to the promotion of good behaviour. Rewards are one means of achieving this. They have a motivational role in helping pupils to realise that good behaviour is valued, and are clearly defined in the procedures. Integral to the system of rewards is an emphasis on praise both informal and formal to individuals and groups.
Here at Burnley High School we use Sims as a way of monitoring our rewards system. We have a range of rewards on offer, both day to day, at the end of a half-term and at the end of terms. This ranges from canteen queue jump passes to form lunches and money off school trips.
Sanctions are needed to respond to inappropriate behaviour, to ensure it does not become commonplace for a learner or group of learners. We aim to focus on and celebrate the positive behaviours displayed by our learners, but will not shy away from putting sanctions in place where required.
A range of sanctions are clearly defined in the procedures and their use will be characterised by clarity of why the sanction is being applied and what changes in behaviour are required to avoid future sanctions. The procedures make a clear distinction between the sanctions applied for minor and major offences. Our behaviour policy can be found on the policies page and details the required behaviours and potential sanctions, should they be required.
This language is used throughout school and during lessons.
3,2,1 will be followed by one of the following…
One Voice, whoever is speaking, whether that be a member of staff or student, the expectation is that only that voice is heard
All eyes on me will be used when the member of staff wants the classes’ full attention
Act now will be used when an instruction is issued and students are expected to begin the piece of work or act upon the instruction
Ready to learn will be used as a reminder if it is felt that a task or activity is not being given the due attention by a student or group of students