IMG_0815.JPG

a values based system

Joseph Norton Academy is a specialist setting for pupils with complex social, emotional and mental health difficulties. With this in mind the purpose of our Behaviour Policy is to provide a positive and supportive framework through which behaviour can be developed so that all pupils make good progress both academically and personally. It is built around the six principles of nurture and the following core beliefs:

  • Most behaviours are a choice: We believe that individuals are responsible and accountable for the choices they make and the consequences that follow.  We understand that learners should be equipped to make positive choices and will support them to do so.
  • Behaviour can change: We strongly believe that behaviour is a learnt response that can be changed.  It can be changed when positive role models demonstrate alternatives and lead or guide individuals to develop new behaviours that are more considerate of others.  We understand that behaviour does not change all at once and will stagger expectations and offer praise when progress is made.
  • Behaviour can communicate: We believe that behaviour communicates information about need and recognise that some learners will require additional, individual support to help them with their development.  We also understand that needs can change and will adapt our approach accordingly.
  • Behaviour is about everyone: We believe that behaviour is about everyone.  We all have a role to play in modelling, supporting and managing behaviour.  As staff we understand that our actions will be scrutinised and will exemplify our core values to learners with on-going clear examples.
  • Behaviour is about British Values: We believe that it is our responsibility to contribute to pupils’ personal development through the promotion of fundamental British Values including democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.  

OUR Values

At Joseph Norton, we value respect, perseverance, cooperation and responsibility.  These values are reflected in our Ways of Working.  Pupils can earn WOW points for demonstrating our Ways of Working on a session by session basis.  Our Ways of Working are as follows:

  • We are polite, caring and helpful so that our school is a safe and happy place
  • We work hard and do our best so that we make good progress
  • We cooperate with staff so that we stay safe, learn well and fulfil our potential
  • We take care of the school and the environment so that we have a pleasant place in which to learn
  • We come to school every day and arrive at every lesson on time
  • We wear our uniform proudly and correctly at all times 

Teaching and Learning

As a school we recognise our Behaviour for Learning Policy is only as good as the curriculum that surrounds it and the quality of our teaching and learning. In the classroom, therefore, we deliver differentiated and personalised lessons that cater for the special needs of pupils. To support pupils, we communicate clearly and consistently so that everyone understands what is expected of them. We display and make reference to our learner agreement and have high expectations in terms of punctuality, attendance, appearance, behaviour and effort. We lead and guide individuals in the development of new behaviour skills and model alternatives. We recognise that some learners require additional and individual support to help them with their development and are proactive in detecting and responding to changes in behaviour and attitude, staggering our expectations for improvement.

Rewards and Sanctions

As a staff team we expect good behaviour; notice good behaviour and praise and reward good behaviour.  To do this we utilise a range of rewards such as postcards home, stickers, prizes and certificates.  We have also worked with our pupils to plan a series of reward events, which take place throughout the year.  Importantly, pupils are supported to develop behaviour for learning through daily record sheets, which monitor progress against personalised targets. Progress against these targets is then rewarded via the online system SchoolPod, through which pupils can use their WOWs to purchase a range of age-appropriate items.

While we expect pupils to behave well, we recognise that there are times when poor and/or inappropriate behaviour may occur.  On these occasions we manage behaviour quickly, consistently and in line with our behaviour framework.  The purpose of this framework is to stop the unacceptable behaviour; allow the pupil to recover and learn from mistakes, and to modify their behaviour for the future. 

Within the classroom, the Teacher and Inclusion Support Worker implement this framework with the priority of keeping pupils in the classroom.  However, while consistency is the key, it is recognised that a flexible approach will always be required and staff will use their professional judgment to ensure a focus on individual development and inclusion within statutory guidelines.

Restorative Practice

At Joseph Norton Academy we believe that every member of our school community should have the equal opportunity to fulfil their potential in a safe and positive environment. To support this belief we aim to provide pupils with the skills and mental agility to establish and maintain productive relationships, cope with conflict or upset and rebuild friendships if problems arise. To do this, we adopt a restorative approach.

Effective Restorative Practices focuses on an awareness of how people have been effected by conflict or an incident that has caused upset. This is done by actively engaging participants in a process which separates the deed from the doer and rejects the act not the actor, allowing participators to make amends for the harm caused. Restorative Practices acknowledges the intrinsic worth of the person and their potential contribution to the school community. Additional guidance about restorative practice is available on request.

Beyond the School Gate

As a school, we have a statutory power to discipline pupils for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives Headteacher’s a specific statutory power to regulate pupils’ behaviour in these circumstances ‘to such extent as is reasonable.’ Any non-criminal bad behaviour or bullying that occurs off the school premises that is witnessed by a member of staff or is reported to the school will also be managed in line with our behaviour framework.

Partnership Working

The role of parents and carers is central to the success of our pupils. From the outset we will communicate regularly with key partners providing updates on progress through phone calls, letters and at meetings.  We will work with parents, carers and other agencies to provide additional support through a variety of specialist and personalised interventions.  Where a pupil continues to display disruptive behaviour despite a range of school based interventions a multi-agency assessment will be considered. If behaviour is criminal or poses a serious threat, the police will always be informed.  In addition, where school staff consider that misbehaviour may be linked to a child suffering, or being likely to suffer, significant harm we will follow our Safeguarding Policy.

PREVENT

The Prevent Strategy recognises the importance of schools in counter-terrorism activities and the promotion of British Values.  The Prevent lead at Joseph Norton is Kate Gaunt (DSL). Prevent is a safeguarding issue. Any concerns relating to pupils’ behaviour in this area are also managed in line with the school’s Safeguarding Policy and specifically the section on Preventing Extremism.

Positive Handling

Due to the complex needs of our pupils, we recognise that there may be a need, reflected in common law, for staff to physically intervene when there is an obvious risk to the safety of pupils, staff and property. Joseph Norton Academy has adopted the term ‘Positive Handling’ to describe such interventions. This follows an approach taken by an organisation named Team-Teach, whose objectives our school has adopted.  Further information about this approach can be found in the school’s Positive Handling Policy.

Searching, Screening and Confiscating

Pupil searches may be carried out where there are reasonable grounds for suspecting that a pupil may have a prohibited item. Prohibited items include, for example, smoking paraphernalia.  Any prohibited item found as the result of a search will be confiscated and will not be returned to the pupil.  School staff can also seize any item, however found, which they consider to be harmful or detrimental to school discipline. Mobile phones are not allowed in school and must be handed in at the school gate. The school pays full regard to the DFE guidance Searching, screening and confiscating (April 2014) and notes its obligations under the European Convention on Human Rights.  Further information about our approach can be found in the school’s Searching, Screening and Confiscating Policy.

Policy for Excluding Pupils

Excluding a pupil is a serious step to take and we will only do so as a last resort and if a child’s presence in school may affect the education of, or be harmful to, other pupils.  Given the importance of safety in our school, the Governing Body support the right to exclude for a single offence where it is considered that allowing a pupil to remain on site would seriously harm the education or welfare of others.  This right is reflected in our governor's Statement of Behaviour Principles. Exclusions are carried out in line with DfE guidance, which can be found here

CCTV

Joseph Norton Academy uses closed circuit television (CCTV) images to reduce crime and monitor the school buildings in order to provide a safe and secure environment for pupils, staff and visitors, and to prevent the loss or damage to school property.  Our system comprises of a number of fixed cameras throughout the school and has been designed to provide evidential images in vulnerable areas.  It should be noted, however, that not every incident will be seen or recorded.  When a specific incident is caught on camera, the recording may be used for evidential or training purposes in line with the school’s CCTV Policy.  Individuals have the right to request access to CCTV footage relating to themselves under the Data Protection Act and in line with school policy.  There will be no disclosure of recorded data to third parties other than to authorised personnel such as the Police and other service providers where they would reasonably need access to the data (e.g. investigators).  Complaints and enquiries about the operation of CCTV within the school should be directed to the Head Teacher in accordance with the school’s Complaints Policy.

Further information

A copy of our governor's Statement of Behaviour Principles can be found by clicking here.  A full copy of the school's Behaviour for Learning Policy can be found under Policies and Procedures. For further information, or to request a paper copy of our Behaviour for Learning Policy and Framework, please contact the school.