Behaviour for Learning Policy 2007

Section I - Introduction and Policy

This document sets out the framework of the school's approach to encouraging good behaviour known as 'Behaviour for Learning'.

The framework should be successful in:

i. reducing staff workload both through increased efficiency and the effective use of the Student Passport as a central record of each student's progress;

ii. providing much greater understanding of the discipline process for children, parents, teachers and governors;

iii. ensuring that all students, regardless of ability, age and gender are involved, whenever possible, in the process of praise, recognition and rewards;

iv. supporting staff in the classroom. Ensuring that teachers can get on with teaching children who want to learn and who behave in a satisfactory manner. Furthermore, teachers should not have to suffer constant disruption;

v. making the school a cleaner place.

Without doubt, the essential prerequisite for the scheme's success is a consistent commitment from all staff to operating within the agreed framework.

All teachers in all curriculum areas must look to recognise, praise and reward all students as a matter of agreed policy. TAs and non-teaching staff will also be expected to formally praise students whenever it is appropriate to do so.

It is hoped that the organised and widespread use of praise and rewards will dramatically alter the working practices of all students for the better.

Senior members of staff must also look to operate within the framework at all times.

At the centre of all that we do is the Student Passport. It's modus operandi must be understood and followed by all children, all teachers and all parents.

The system must not be allowed to fail. Such failure will be built upon cynicism, professional inertia and apathy and will lead to deterioration in standards of discipline. With enthusiasm, commitment and team-work in its truest sense there is no doubt that we can make this system work for us.

Behaviour for Learning Policy

Guiding Principles

The school wishes to establish a positive climate for learning and teaching.

Students learn best when:

They know what is expected of them and have the necessary skills to be able to work together.
The appreciate that for the school to function, all members must accept and follow its basic rules and that, as a member of the school they have a responsibility for their own behaviour and learning.
They are positively encouraged to behave well and are given the opportunity to succeed.
They are consistently, fairly and appropriately treated when they do not behave well.

These principles form the basis of our Behaviour for Learning Policy which is designed to:

Enhance the learning and social environment of our school.
Provide a clear scaled range of responses to promote positive behaviour at all levels.
State the range of consequences for those who do not behave in an acceptable way.
Go hand in hand with good classroom management.

Key Aims

We will create an ethos of mutual respect, our approach is based on reward allied to a more encouraging and positive reinforcement of good behaviours. We expect all adults, in all situations, to model the behaviour that they expect from students and to make fair judgments based on rights and responsibilities. This is also supported by codes of conduct/behaviour and sanctions which are rigorously applied in such a way that the students effectively choose the consequences of their misbehaviour. This teaching technique reduces the need for any negotiation between student and teacher, so reducing conflict and stress. This approach should lead to a quiet control and mutual respect between teacher and student and amongst students themselves.
We will provide systems and structures which promote positive behaviour and which support everyone involved with the school. The school has developed systems of rewards and sanctions that promote excellent conduct and behaviour throughout every aspect of school life. School rules are deliberately kept short in order to increase their clarity. Detailed codes of behaviour have been developed in consultation with students, parents/carers, staff and governors and discussed at length with everyone involved. Procedures have also been simplified to help students understand what is expected of them and to allow all teaching and non teaching staff to undertake effective supervision.

It is recognised that the standards of conduct and behaviour expected by the school may well be difficult for some students to achieve. We recognise that the partnership of parents is vital for success in this crucial aspect. The Tutorial Programme will also be used to reinforce basic rules, routines and procedures and the skills needed to carry them out.

If the students are having difficulties, their parents will be consulted, by invitation, at an early stage in order that effective strategies to remedy the problem can be agreed. Such actions will follow the behaviour policy and procedure if formal referral is felt to be necessary.

Parents are expected to support the school by encouraging good behaviour and respect for others.

The principle of this policy, the rules and codes of behaviour are explained and reinforced at the beginning of each half term, with students, parents/carers and with all staff.
We will recognise the importance of effective learning and teaching in the promotion of positive behaviour. Whitgift School recognises that, when students are engaged and challenged in their learning, they are more likely to succeed, achieve high standards and feel happy and fulfilled. To this end, the school will:

Meet the needs of every student by selecting, implementing and differentiating the most appropriate curriculum.
Keep effective teaching and learning as our main focus, sharing excellent practice and continually seeking to improve our practice.
Teach positive behaviour for learning.
We will establish a partnership approach which draws on all those involved with the school. Whitgift School will continue to develop ways of listening to the 'Student voice', working together with parents/carers, governors, the LEA and outside agencies.
We will monitor and evaluate the effectiveness of our behaviour policy and procedures. Information compiled as a result of our monitoring and evaluation will be presented to students, staff, governors, parents/carers and the LEA through:

Assemblies for students
Staff briefings
Staff bulletins
Headteacher's report to Full Governing Body Meeting
Curriculum Sub committee of the Governing Body
Newsletter to parents/carers
Ofsted documents

Section II - Classroom Rules

Passport on desk at start of lesson
Follow the instructions of all staff at all times
Arrive on time, fully equipped and ready to start work. Pack up only when told
Remain calm and orderly throughout your lesson
Put your hand up and wait for permission to speak to staff
Be quiet when the teacher or another pupil is talking to the class
Always do your best work and allow others to do the same
Keep your hands and feet to yourself
No phones, no MP3s, no coats, no gum or food

Section III - Around School Rules

'No Passport? No go!'
Do as you are told by all staff, first time, every time
Be on time every time fully equipped and ready to start work
Wear your full school uniform correctly
Be polite and respectful to others. Do not cause others harm or distress
Eat and drink only in the right place and at the right time
Only leave the classroom with a permission tag
Walk around the school sensibly and quietly
Respect the school environment. Keep off mud. Put litter in bins

Section IV - Rewards Framework

Whitgift School will always tell students when they are doing well. The 'rewards strand' is seen as the foundation on which our Behaviour for Learning framework is built.

Teachers will recognise, praise and reward students with Credits and with Certificates for Credits which will be presented at Award Ceremonies. Credits earned will be recorded in the 'Whitgift Passport', which is carried by all students. Credits count as part of the students ongoing achievement and are intended to add value to any application for employment or Higher Education.

Central to our philosophy is the right of staff to praise students, including contacting parents, as a matter of routine. Such spontaneous day-to-day praise is surely a key foundation in all good schools.

A summary of our framework can be seen in the Rewards System 'Pyramid'.

The administrative burden involved in all parts of the reward system outside the planner (i.e. collation, recording, sending, informing, ordering), will be carried by identified support staff.

Ongoing Reward System

The first formal phase of the reward system is what is known as the 'Ongoing Reward System', the building block of which is the STAMP.

Teachers are issued with distinctive stamps, particular to their curriculum area. Key support staff will also have stamps. The chosen stamp will lead to the awarding of CREDITS to all students regardless of age, ability or gender provided that they display appropriate levels of commitment, effort and attainment.

Stamps may be awarded by staff (in line with a faculty policy for teaching staff) for any work or any act which is worthy of praise. In particular, they are intended as:

Rewards for good class work
Rewards for good homework
Rewards for good effort
Rewards for good manners
Rewards for good behaviour
Rewards for acts which bring credit upon the individual or upon the school
Rewards for each full half term attendance and punctuality
Rewards for extra-curricular activities
Rewards for care and consideration for other people

Stamps are awarded by stamping directly into the the 'Whitgift Passport'. The collection of any three stamps in the passport will lead to the award of one credit. Credits are collated by the form tutor each week into the credit chart which can be found in the Whitgift Passport.

Credits

As indicated in the pyramid itself, the awarding of CREDITS will be based around the Whitgift Passport.

A credit is awarded for each 3 stamps which are collected. Within the classroom, attainment and effort will remain key areas of focus. In most cases, CREDITS will be awarded as a result of a student's success within the ongoing departmental reward system though 'one-off' achievements in either attainment or effort could be rewarded with a CREDIT if the member of staff considers that achievement to be sufficiently outstanding.

CREDITS can of course be awarded both within and outside the classroom, offering flexibility for staff to reward students as and when excellence in all its many guises is noted. All credits are awarded by the teacher writing directly into the credit chart, which appears in the individual student passport.

Staff must strongly guard against the premature or commonplace awarding of CREDITS which would serve only to undermine their significance.

A clean slate (no negative comments in the student passport that week) will be rewarded with a Form Tutor Credit each week. Except in unusual individual circumstances students will have to have been present for the full week in order to receive this award and will have ensured that in terms of parental signatures, their passport has been kept up to date.

This will be stamped by the Form Tutor into the 'Rewards' area for that week (it may well be that the Form Tutor simply initials next to details which have been written in by the student).

At the end of each half term if a student has established 100% attendance then they will receive an Attendance Credit from their Form Tutor. If the punctuality record is also faultless for that half term students with a 100% attendance record will receive a Punctuality Credit. These credits will also need to be recorded in the credit chart found in the Whitgift Passport by the tutor.

The awarding of Credits will be of great significance around the school. As well as being used to reward excellence in terms of classroom and homework performance, the Credit will be used to reward all significant contributions to the school community outside classroom and homework performance. This might include presenting a positive image of the school in the local community, showing care and concern for the environment or other students, or making a substantial contribution in extra-curricular activities.

Final and separate deadlines for the awarding of Credits for Year 11 and all other students will be identified and communicated.

The Credit will, of course, lead to recognition through our system of Certificates.

Ongoing Certificates

There are a variety of Credit Award Certificates:

Bronze Award	50 Credits
Silver Award	100 Credits
Gold Award	150 Credits
Platinum Award	200 Credits
Double Platinum Award	250 Credits
Diamond Award	300 Credits
Double Diamond Award	350 Credits
Certificate of Achievement Award	400 Credits
Diploma of Outstanding Achievement Award	450 Credits
Headteacher's Special Award	500 Credits
Headteacher's Outstanding Achievement Award	550 Credits
Headteacher's Exceptional Achievement Award	600 Credits

Students who have gained the required number of CREDITS will notify their Form Tutor who will then refer the child to the relevant College Leader, in order to receive praise and so that the certificates can be prepared. At the end of each academic year details regarding Credit levels and Certificates awarded will be placed in each child's school file.

It is expected that the awarding of CREDIT CERTIFICATES will be an accepted, popular and important feature of special award assemblies and that the achievements of boys and girls of all abilities will be represented. Certificates will also be awarded by the Leadership Team in visits to form groups through the year.

Postcards

At the heart of faculty meetings will be a review of student performance. Though underachievement will be considered, positive student performances will be central to discussions. Largely but not exclusively based on credit records, commended students will receive a departmental 'postcard' which will be sent direct to their home at the end of each half-term. Subject areas may each send out an ABSOLUTE MAXIMUM OF 25 POSTCARDS EACH HALF-TERM (this number to cover all year groups) i.e. 5 postcards per year group / half-term for each subject area. Space will be left for a teacher comment, though a signature alone will be quite sufficient. Assistant Lead Learners will collate and record the cards sent out.

There will be three identified curriculum meetings each year to review student progress with the intention of awarding postcards.

It should be noted that SUBJECT AWARDS are intended to operate in harmony with other letters of praise sent home to parents. All teachers are free to involve themselves in such positive communication provided that a record of the communication is also placed in the student's Student Passport

The Headteacher may also send out a maximum of 25 'special' postcards each half-term, to pupils who are considered to be of special merit.

Leadership Team Involvement

Leadership staff will be attached to a college team and will visit BfL lessons to support tutors and praise students. Clear guidelines as to when students should be referred to the link Leadership Team member will be issued. Members of the Leadership Team may award a Leadership Team Special Stamp. Students who are working exceptionally well will be referred on to the Headteacher in order to receive the Headteacher's Special Stamp.

In consultation with College Leaders, the Leadership Team will, from time to time, make formal phone calls to the parents of students whose work or progress is especially pleasing.

At the end of each school year a 'Rewards Trip' will be organised for all students with no whole school detention or isolation logged against them.

The Major Awards Ceremonies

Much of the detail concerned with the main awards ceremonies is included at the top of the pyramid structure. Whole school and individual college displays of achievement both of an academic and an extra-curricular nature will be central to awards ceremonies and will be done in a spirit of healthy competition between the two colleges.

Section V - Sanctions Framework

Rationale

To be effective the sanctions policy needs to be applied consistently by all staff at all times thereby making it a fair system for all. The sanctions policy is based upon student choice / the difference between 'carelessness' and a 'deliberate decision' to disobey school rules.

Staff must also understand the importance of operating within the recognised framework for sanctions but understand that the framework is there to support and not replace classroom management strategies. The seven phases must be worked through in a logical manner. Departmental approaches to phase Three should be planned and documented by each curriculum area. It will also be necessary for staff to record the sanctions they give to students in their own personal teacher planners.

If the system is to be successful the following must be understood by all concerned. When a particular misdemeanour takes place an identified sanction or range of sanctions must follow. The identified sanction is not open to negotiation or debate. This is the key area of consistency.

Once the sanction has taken place it is up to the member(s) of staff concerned to decide upon an appropriate 'follow-up' strategy with each child's case being viewed in an individual sense. This is the key area of flexibility.

Members of staff who 'opt out' of the agreed framework not only undermine the system but let their colleagues down. This will not be tolerated and will involve consequences. Senior members of staff must also look to operate within the framework at all times.

(See also Sanction Pyramids.)

Uniform

Details regarding school uniform and equipment can be found in the student passport.

As a part of the 10 minute tutor period each morning tutors should spend time checking to make sure that students uniforms are correct, checking the equipment of their tutor group and ensuring that they have their student passport. Any breech of uniform rules or failure to produce a Student Passport will result in them being referred by tutors to the college administration office in W6 with an accompanying white referral slip.

(Breach of uniform rules or failure to produce a passport may result in isolation.)
.
Phases 1 to 3

At the start of every lesson staff will politely ask students to;

Remove their coats
Turn off their mobile phones and empty their mouths of food
Take out their Student Passport and equipment and place them on their work area.

(Students without passports will be referred to college administration office in W6 along with the appropriate white referral slip at the end of the lesson. It is the classroom teachers responsibility to do this and to check as soon as possible that the student arrived.)

During Phases 1 to 3 students should be given a couple of minutes take up / reflection time between each phase. This is to give them the opportunity to positively modify their behaviour before the member of staff moves on to the next Sanction Phase.

(See also whole school and classroom rules.)

Classroom Sanction Procedure;

Will you please .................... or Can you .................... thank you

1st Verbal Warning (making reason for warning clear (you now have a choice...)
2nd Warning - Recorded in Student Passport (you now have a choice...)
Referral to Geographical room - with orange referral slip and recorded in Passport. Students may also receive a detention.

Sanctions for Classroom Based Misdemeanours

In terms of classroom based sanctions seven key phases are identified. It is hoped that the vast majority of students will simply choose to spend their time with us operating within the rewards framework.

It is also expected that, of the students whose performances are deemed to be unsatisfactory, only a small minority will move beyond PHASE THREE.

It is essential that all students, parents and teachers understand this framework and its consequences. At all times the intention of the framework is to bring a halt to unacceptable working practices and from this point to encourage each child to rejoin the road to achievement.

Each member of staff must seek to operate within the framework. We as a school cannot tolerate a situation in which students are removed from classes for seemingly trivial reasons or sent out to work on corridors or at the inconvenience of other staff. In short, we must operate within a logical and well-planned structure.

Additionally, when students do disturb the academic progress of their peers or make the working life of the teacher unacceptably stressful and unpleasant then they must be removed from that class.

For the structure to work it is essential that consistency and flexibility work in harmony and no apologies are given for repeating this key section of the introduction:

When a particular misdemeanour takes place an identified sanction or range of sanctions must follow. The identified sanction is not open to negotiation or debate. This is the key area of consistency.

PHASE ONE - VERBAL WARNING (after settling to work)

It is anticipated that many students will receive the occasional VERBAL WARNING in their time with us. Hopefully, as students mature and become more self-disciplined the great majority of student/teacher contact will be positive and enthusiastic. Students should become accustomed to operating within the confines of our learning framework. This will include settling to work quickly, listening properly to the ideas of others and participating constructively in discussion.

The VERBAL WARNING, though not recorded, has two clear purposes:

To indicate to students that they have done or are doing something which is unacceptable;
To form a link to the more serious PHASE TWO - SECOND WARNING if it is required.

It goes without saying that students must clearly understand the fact that they have received each warning and that the words 'VERBAL WARNING' must be used by the member of staff.

The VERBAL WARNING should not be given as a blanket warning to the full class.

In terms of equipment and lateness within lessons students should receive a VERBAL WARNING for the first misdemeanour of the academic year. All future warnings should be as per Phase 2.

Exactly the same system will operate for students who fail to have their Student Passport signed for the required day.

The first failure in terms of homework will not result in an initial verbal warning. An immediate comment should be placed in the Student Passport. A second failure by a student to complete homework will automatically be a Phase 3 sanction and result in a detention.

PHASE TWO - SECOND WARNING - recorded in student Passport

A student who continues to behave unacceptably despite being given a VERBAL WARNING will move into PHASE TWO and receive a SECOND WARNING. Staff should also to keep a brief record in their own file of the nature of the misdemeanour.

Students could move into PHASE TWO as a result of continuing the behaviour which led to the initial VERBAL WARNING.

PHASE THREE - STUDENT BEING MOVED TO A GEOGRAPHICAL ROOM - recorded in student Passport

Occasionally, students will continue to behave in an unsatisfactory manner despite receiving both a VERBAL and a SECOND WARNING. Such behaviour will result in the student moving into PHASE THREE.

At this point the classroom teacher would come to the decision that a child is persisting in undermining the work of everyone in the room. This is despite receiving two clear warnings at this stage.

Alternatively, it may be that a child behaves in such an unacceptable way that the teacher chooses to move straight to PHASE THREE. Though there is always the possibility of this occurring, the LEADERSHIP TEAM strongly support the importance of working through the phases in a cumulative manner whenever possible.

Each curriculum area will need to plan out a timetable through the course of each week which will ensure that for each lesson of the week at least two colleagues are always identified as being available to 'receive' students who enter PHASE THREE.

A student who has entered PHASE THREE is likely to have caused considerable disruption and inconvenience. Consequently, they should be received in an appropriately severe manner. The member of staff responsible for referring them will ensure they bring work with them and they will work in silence in an appropriate part of the geographical room. When referring a student to another teacher it is the original teacher's responsibility to ensure that the student has sufficient work to do and that they check to make sure the student has arrived.

Referral to Geographical room - recorded in Student Passport

Student is sent to referral room with a Referral Slip indicating offence. The member of staff in the referral room is responsible for ensuring the slip is given to the relevant Lead Learner, who will log the offence and may issue a further sanction or contact parents, as appropriate

PHASE 4 - recorded in Student Passport

If the student still continues to break classroom rules 'On Call' will be summoned and depending on the severity of the offence the student will either be given;

40 min Whole School Detention
Isolation
Referral to Head teacher for FTX

Once again the emphasis will be placed on the student making the right choice. As in Phases 1 - 3 the student will again be given a small amount of thinking time before moving to the next sanction stage in order to give them the opportunity to make the right decision/choice.

Whole School Detention Procedure

Daily, at 2:50pm in East Block Dining Room

40 minutes Duration
Detention will be staffed by teams of 4
Duty staff will record attendance and whether or not the detention has been completed satisfactorily (attendance sheet passed to W6)
A detention will be regarded as complete if the student has arrived on time, completed 40 mins in silence and completed the detention task appropriately
Whilst in detention normal dress code will apply and students will be expected to be silent once inside the room.
Students will copy out the school rules (code of conduct) to the highest standard of presentation
Instruction to work in total silence will be given at the start of the detention, there will be no further warning given by staff.

Students who behave inappropriately will be asked to leave and will be expected to complete a day in isolation in addition to the detention. They will not be given any warning by staff supervising the detention

Notification of Area and Whole School Detentions

Tutors will be responsible for notifying students of detentions due to be completed that day at the morning tutor session. Details of students who have a detention will appear on the tutor briefing sheet. Students will also have received a letter from the school regarding the detention date and location and should have already had it recorded in their Passport. Students in detention will also be reminded during period 6.

Detention areas will receive a register of students due to complete detentions in their areas by 2:40pm. Registers must be completed by the rota team and any absence or failure to complete recorded. The register should then be returned to W6 at the end of the detention period.

Isolation (PHASE 5)

Isolation is an extremely serious sanction. The isolation room has a functional and purposeful environment with a bank of work which covers every curriculum area. A video camera will be in operation at all times. Students will be 'isolated' in the fullest sense of the word and at no time will the isolated student be allowed to socialise with other students.

The isolation room consists of 14 booths where students are seated. Students are placed in isolation for the following breaches of whole school rules;

Specific Breaches of Conduct
Failure to complete Whole School Detention
For breaches of contract targets as specified
Five whole school detentions in one term
Two 'On Calls' in one day
First day back in school following a FTX
Internal Truancy
Failure to complete their Isolation period

While in isolation students will be expected to fully comply with the rules of the isolation code, failure to do so will result in an extension or repeat of the sanction.

Isolation Code

Students will fully comply with 'Isolation Conduct Code'
Students will follow all staff requests without question
Students will present themselves correctly for work in full school uniform with equipment and their Passport.
All work must be completed to the highest standard
All students will observe the 'Silence' rule
Days will only be regarded as completed when all conditions are met
Students will remain in isolation during break
Toilet breaks will be escorted
The number of days to be completed at the outset
A student who is absent and does not produce a medical note will repeat the full period of isolation on their return to school.
A student must complete their isolation satisfactorily before they can return to classes. A record of the period they spent in isolation will be kept in the child's personal file.
Students who spend 3 or more sessions in isolation during a single term may, in consultation with their parents / carers, be placed on a fixed term Pastoral Support Contract.
Normal isolation runs from 8:30am-12:55pm. Extensions due to misconduct will go on until 14:40pm.

PHASE 6

Behaviour Contract / Pastoral Support Plan

The Behaviour contract / Pastoral Support plan is there to support Phase 4 upwards.

PHASE 7

Fixed Term Exclusion Leading to Permanent Exclusion

This sanction will be reserved for serious offences or persistent breaches of a Behaviour Contract.

Length of exclusions to be 3,5,5,5,5,5,5 days followed by External Agency involvement before Permanent Exclusion

Any student who has a Fixed Term Exclusion will only be allowed to return to class after a re-integration process has been followed which involves parental interviews with Mrs Rimmer or nominated Senior Manager).

Approval of fixed-term or permanent exclusion is entirely in the hands of the Headteacher, and the Governing Body

Section VI - The Use of the Student Passport

Each student will be issued with a new Student Passport in September.

Monitoring of Student Passports

Student Self-Monitoring

Without doubt, the success of BfL as an initiative depends upon the effective monitoring of Student Passports. Central to this success is the need to provide students with the opportunity to reflect upon their own school performance; in other words, to ensure that student self- monitoring is central to the operation of the Student Passport.

Parental Monitoring

Parents and guardians will also have a key role in monitoring their child's Passport. Most importantly it is expected that parents will inspect and sign the Passport each week, encourage their child to keep the Passport clean and up to date, support the habit of completing homework in an organised and efficient manner and use the appropriate Parents' Section in the 'Homework Diary' pages to communicate with us as a school.

Form Tutor Monitoring

Within school Student Passports will be monitored each week by the Form Tutor during the tutor period.

When monitoring Student Passports Form Tutors are looking to identify or confirm a number of points:

i. that the Passport is free from graffiti and is being kept in a tidy manner;

ii. that homework details are being recorded in sufficient detail using the prescribed system (i.e. set homework subjects written down at the beginning of the week, and the 'ticking' of homework upon completion);

iii. that, whenever they occur, comments made in the Student Passport by other members of staff are responded to in an appropriate way;

iv. that, whenever they occur, comments made in the Student Passport by parents are responded to in an appropriate way;

v. in order to communicate as Form Tutor to parents upon any school based issue which they feel would be best communicated through the Student Passport;

vi. in order to monitor the awarding of CREDITS or official sanctions.

Each Form Tutor will keep a separate record in their own folder of major incidents associated with each child in their form group. Details should be brief and should reflect both negative and positive performance.

The Structure of the Tutor Session

Tutor sessions must be used to support the workings of the BfL Policy. They are intended to give tutors the opportunity to inspect each students passport and record the progress being made.

It is essential whilst this process takes place that students are engaged purposefully in the following:

Completing the BfL personal journal and setting targets for the following week.
Discussing progress with their form tutors.
Speaking with the attached member of the leadership team about progress made.
Updating credit and postcard record sheets.
Entering homework subjects for the following week.
Filling in attendance record page for the previous week.
Reading from a personal reading book.
Carrying out any activities set by College Leaders.

Noise levels during tutor sessions should be minimal; students should not be chatting idly or completing errands which are not related to the lesson.

Guidance for Referring Students to SMT Link

During tutor sessions, students should be referred to existing Leadership members for any of the following reasons:

they have successfully achieved a certificate level
they have established six or more weeks of consecutive 'clean slates'
they have performed outstandingly in any way in which the Form Tutor feels needs to be brought to the attention of the linked SMT member
there is clear evidence of under-performance

Over the course of the year all students should be seen by their SMT Link on at least one occasion. Dated comments should be evidenced by the SMT link in the appropriate Passport page.

Section VII - The Contents of the Student Passport

No personalising of the Student Passport will be allowed. Pages must not be folded over and highlighter pens must not be used. The Passport should be carried in the student's bag not in a jacket pocket. In short the Student Passport must be kept as if it were a best exercise book.

Lost Student Passports will need to be immediately replaced at a cost of £4.00. Should this occur on a second occasion the student may receive a School Detention as well as having to purchase a replacement

At the beginning of every morning Tutor session students will take out their Student Passports and put it on the table. Students who have not brought their Student Passport or who are in breech of school uniform should be immediately referred to the college administration office in W6 along with the appropriate white referral slip.

Form Tutors must ensure that they inspect and sign each Student Passport every week. Students will record their own successes and failures in the BfL Personal Journal which will be kept in individual folders in the form room.

Communication

Assemblies will be used to support the delivery and communication of BfL to celebrate the achievement of all students. The reinforcement of BfL will take place at the start of each new term, or more often, if appropriate.

Behaviour for Learning Policy 2007

Ofsted Inspection May 2008

Year 10 Comenius Students Visit Ett...