Behaviour Policy & The Six Steps System

The Six Steps System

So that all parties are fully aware of a worsening situation regarding a student’s behaviour, the school operates a six steps procedure. A move to a higher step means that a student’s behaviour has deteriorated and that other sanctions and interventions will be employed in an effort to bring about an improvement.

A student is moved on to Step 1 when they begin to pick up more than the average number of negative incident reports. Parents will be informed of the move by letter and thereafter will receive a copy of the student’s monthly behaviour record. The student’s behaviour will be monitored on a daily basis.

A student who continues to disrupt lessons will be moved on to Step 2 and parents informed. It is acceptable to issue a Step 2 Warning in the hope that it brings about the desired improvement in the student’s behaviour.

If the steps taken above fail to bring about the improvement, the student will be moved on to Step 3. As with Step 2, it is acceptable to issue warnings in the hope that the move to Step 3 proves unnecessary. This move, if it takes place, will result in the student being referred to the Pastoral Liaison Group, the school’s multi-agency forum which meets monthly to discuss those students who are experiencing or presenting problems at school. The Pastoral Liaison Group may refer a student to outside agencies if it is felt necessary. The group may also recommend a statutory assessment by the school’s educational psychologist. Parents and any outside agency involved with the student will be invited to the meeting. The student will also be expected to attend. When a referral has been made as a consequence of a student’s poor behaviour, the Pastoral Liaison Group will establish an Individual Behaviour Plan. The student will be set a number of behaviour targets and the plan will run for approximately sixteen school weeks, with a review taking place after eight weeks. Parents will receive a copy of the plan, and will also be able to read comments made at the review and final evaluation stages. All parties (the school’s Senior Pastoral Lead, parents and the student) will be asked to sign the plan at three stages: commencement, review and final evaluation.

If the Individual Behaviour Plan is unsuccessful in terms of modifying the student’s behaviour, then the student will be moved to Step 4 on the disciplinary procedure. As with the previous steps, warnings may be issued. The move to Step 4 means the student will again be referred to the Pastoral Liaison Group, this time to establish a Pastoral Support Programme for the student. The Pastoral Support Programme will be run in the same manner as the Individual Behaviour Plan (see above). Step 4 is the stage at which the student’s SEN status will be reviewed.

If the Pastoral Support Programme proves unsuccessful, the student will be moved on to Step 5. If the student has not already been placed in the Behaviour Support Unit for a period of five days, the school’s Senior Pastoral Lead will ensure this placement goes ahead. At this stage issuing the student with a Fixed Term Exclusion as a consequence of persistent disruption of lessons will also be considered.

If the student continues to disrupt lessons, they will be moved on to Step 6, the final step in the procedure. Warnings may be given prior to this move. A student on Step 6 will receive a Final Warning from the Head teacher. This will be done in a formal setting and in the presence of the Senior Pastoral Lead. A fixed term exclusion on the grounds of persistent disruption of lessons will be recommended if no previous exclusion has been given. Parents will receive a letter to inform them that a Final Warning has been issued to the student. Step 6 is the stage at which there will be an emergency review for a student with an Education Health Care Plan. To establish the lengths the school has gone to in an effort to avoid a permanent exclusion, the student may be issued with Formal Warnings 1 and 2 subsequent to the Final Warning.

The school reserves the right to bypass any steps if a student’s behaviour warrants such action. This could mean recommending a student’s permanent exclusion in response to a single, serious breach of school rules. For example, dealing drugs on the school premises will result in an immediate recommendation of permanent exclusion, irrespective of the step the student is on at the time of the incident. It cannot be overemphasised that the Six Steps System is not a one-way street and that a sustained improvement in the student’s behaviour will result in movement down the steps.

Behaviour Policy

The vast majority of our students are well behaved. Of course, as is the case in all schools, a minority of students will behave in a disruptive manner. This has the effect of disrupting the flow of a lesson, making it difficult for the teacher to teach and other students to learn. All schools are required to have a behaviour policy. Rye Hills Academy believes its policy to be both fair and effective in addressing the problem of challenging behaviour. It offers students rewards for good behaviour, and imposes sanctions on those students who seem intent on disrupting lessons. We encourage parents to support the school in its efforts to establish and maintain good behaviour.

Code of Conduct

At Rye Hills Academy we recognise that each member of the school community has a right to be treated with respect and to work in a clean, calm and safe environment. In each classroom there is a Classroom Discipline Plan outlining the basic classroom rules, the rewards for good behaviour, and the consequences that may be issued by the teacher to address poor behaviour.

Basic Rules

  • Arrive at the lesson on time
  • Bring the equipment you will need
  • Do not shout out while the teacher is talking
  • Do not leave the classroom without permission
  • Do not disrupt the lesson
  • Bullying is never acceptable

Rewards

  • Praise
  • Positive postcards
  • A queue jumper’s pass
  • Vouchers
  • Prize draws
  • Merit points for use at the stationery shop

Consequences

  • Name on the board
  • C1: verbal warning
  • C2: a fifteen minute break time detention
  • C3: a twenty minute lunch time detention
  • C4: two twenty minute lunch time detentions
  • C5: a one hour after school detention

The school reserves the right to use other lawful sanctions to address the problem of disruptive behaviour. For example, supervising throughout the lunch break those students who regularly disrupt lessons. Exclusions – internal, fixed term and, in the worst cases, permanent exclusion – are examples of other sanctions that may be legitimately used to ensure standards of good behaviour are maintained.


Please see the Behaviour Policy here.