Longfield Academy Behaviour Charter
Rationale – At Longfield Academy we firmly believe in every student Achieving Beyond Expectations, where students thrive in a system with clear mechanisms for rewarding students for their efforts, beyond the basic high expectations. We also believe that behaviours that impact negatively on learning need to be and will be sanctioned appropriately. The aim of this charter is to make it clear to students, staff and other stakeholders, how we approach rewards but also sanctions at Longfield Academy.
The Behaviour Charter forms part of the extended Behaviour for Learning Policy.
The Behaviour Charter will be explained to students via College assemblies, displayed on the electronic boards and will be enlarged to cover the current REF boards which are no longer considered fit for purpose.
At any point through a lesson or tutor time, a teacher can and is encouraged to make reference to the Behaviour Charter to promote or help create a positive climate for learning but it can also be used to warn students of the consequences of poor behaviours especially if the student does not refocus their behaviours following a warning.
Organisational Mondays are built into our provision and tutors will be expected to draw attention to the Behaviour Charter, the high expectations of their behaviour and feedback verbal feedback on how tutees are performing, as per documented on Behaviour Watch.
Longfield Academy Rewards
We promote a range of opportunities in which students can be rewarded for outstanding work and exemplary behaviour. We recognise that rewards alone should not be the primary motivator to do his/her best but because they want to achieve beyond expectations.
The table below provides a guide on the typical rewards that can be expected by students for their efforts. This list is not exhaustive and we encourage staff to find different and original ways in which to reward and therefore motivate students.
|LR5||League of Excellence –
Potential to improve, module by module.
If a student is logged on Behaviour Watch they will receive behaviour points based on their actions, these are accumulated over the module, contributing to their League of Excellence position. In addition we allocate the following points for positive phone calls home or a letter from the Principal;
• 5 points–Teaching or Support Staff
• 6 points –Assistant Head of College
• 8 points – Head of College
• 10 points – Principal
|LR4||Sustained good work/behaviour||Commendations/Certificate by subject teachers rewarded through College Assemblies|
|LR3||Outstanding work/behaviour in or outside the classroom||Postcard home (Sent via admin support)|
|LR2||Very good work/behaviour in or outside the classroom|| Merit award (Logged on BW)
The teacher may indicate this in the students planner.
|LR1||Good work/behaviour in or outside the classroom||Verbal praise|
|College Specific Rewards|
|Each college has their own rewards via Lapels for Outstanding Achievement:
Students who display outstanding characteristics over a module/year may be selected by the College Leadership Team for their college recognition reward.
|A rewards evening for nominated students and their parents/carers hosted by Middle and Senior Leaders at Longfield Academy.
Rewards are presented for:
Longfield Academy Sanctions
We endeavour to create a climate of positivity, rewarding students for their efforts beyond that expected by all. However, on occasions students behaviours do fall short of the high standards we expect and therefore a sanction is warranted. The following Longfield Academy Sanctions chart, which will also be present on the displayed charter, puts different negative behaviours into agreed categories and then an appropriate sanction can then be applied. This chart should be a point of reference for staff to show how sanctions will increase in severity unless a change in behaviour occurs.
It must be added that any point a behaviour and the sanctions can escalate and skip levels. Teachers professional judgment is required.
There are behaviours that may be witnessed that are not on this list. Again, professional judgement will be used to apply the most appropriate sanction. If in this situation, the teacher should seek advice from their line manager and/or the Behaviour Support Mentor for that college.
Anything not identified below is likely to be judged as a L4 Sanction.
The student should be brought to the attention of the relevant Behaviour Support Mentor and AHOC.
A decision MAY be made to escalate this behaviour to the relevant Head of College and/or Principal.
An appropriate sanction will be applied.
|Persistent L2 infringement (minimum 2)
Swearing at another student
Online derogatory comments
In out of bounds area
Continued disruptive behaviour preventing learning
Truancy from lesson – including walking out without permission.
Truancy from school
3 negative logs per week
|40 minute after school detention with teacher.
Failure to attend will result in an after school detention with the Head of Department and possibly placed on Subject Report.
40 minute after school detention with CLT, likely to involve further intervention.
|Behaviour Watch Log
Phone Call home
|Persistent L1 infringement (minimum 2)
Homework not completed
Inappropriate language in conversation with staff.
Defiance (refusal to comply despite L1 warning)
Mobile phones / earphone s out in class
|15 minute detention at break or lunchtime.
Reference to consequence chart
-confiscation and passed on to Admin.
|Behaviour Watch Log|
Drinking (excluding water)
Incorrect equipment including planners.
Defiance (e.g. refusal to move seat)
Inappropriate language between students
|Discussed and resolved
Reference to consequence chart
|NO FURTHER ACTION REQUIRED|
|BEHAVIOUR↑||SANCTION ↑||RECORD BEHAVIOUR & CONSEQUENCES↑|
|THE FOLLOWING BEHAVIOURS AND SANCTIONS WILL NOT BE DISPLAYED
NOTE: A student who receives a negative log whilst on report, will receive a suitable sanction i.e. break time or lunchtime
Parental consent is not required for detentions.This is in line with DFE guidance detailed in the “Behaviour and discipline” document from January 2016. However parents will be informed by staff of any after school detention and their support for such a sanction sought.
Break/Lunchtime Detentions (Class teacher)
Please note the primary purpose of detentions is conflict resolution to ensure future learning is not impeded.
After School detentions (Class Teacher)
Parents not agreeing to the after school detention
After School detention (Head of Department)
If a student acquires more than 3 detentions in one week (break or after school), further discussion between Tutor/BSM and perhaps HOC, needs to take place. BSMs to monitor this through the analysis of the Management Reports sent through weekly.
Community Based Sanctions – The academy also uses school based community service detentions which can include picking up litter, weeding the school grounds, tidying a classroom/ communal area and removing graffiti.
Complaints from parents refer to College Leadership Team if this cannot be resolved.
Exiting Students from lessons
A student may be exited from a lesson where:
Calling for BSM/College Leadership Teams for Assistance.
Behaviour Reports at Longfield Academy
At Longfield we operate a Three Tier system of reports which are used for different purposes:
Stage 1 Tutor Report – Following on from an analysis of the Behaviour logs, a tutor may want to put a tutee on report for two weeks. The relevant BSM will be notified and targets agreed. No more than two targets for any student. If any two weeks the student fails the report then it is escalated to Stage 2. If they do well, the tutor will inform the relevant BSM of the decision to take them off of report. A call home from the tutor confirming this should take place.
Stage 2 CLT.AHOC Report/Subject Reports – If a student fails Stage 1 or falls under the radar of a member of CLT/AHOC then they will go on Stage 2 CLT/AHOC report. The same procedures then apply although the parents will receive a letter congratulating their child of the progress, if a decision is taken to remove them from the report.The CLT/AHOC would have regular conversations with the parents.
If there are any subject specific issues identified in a Stage 1 or Stage 2 report a Subject Only Report can be issued, with the approval of the relevant Head of Department (HOD). The HOD will monitor that student’s progress for up to four lessons to monitor behaviour and progress.
Stage 3 Head of College Report – If a student fails Stage 2 then they may be placed on Stage 3 report HOC. The HOC will apply the same procedures as the Stage 2 CLT/AHOC report but it is collected and monitored daily. Failure of this report will result in a meeting between the Principal, Head of College and the parents/carers.
At stage 2 and above, letters are sent to parents informing them of the need for a report or if positive behaviours warrant them coming off report. These are sent by the BSM accordingly.
All reports are logged on the Report Tracker, maintained by the Behaviour Support Mentors.
Internal Exclusion Room
The Academy uses the internal exclusion room as a sanction for any student who has displayed behaviours that are deemed level 4 on the sanctions charter. This sanction can only be granted by the Heads of College and/or the Principal.
If a student is sanctioned through the IER, they will be expected at the Academy by 8am and their isolation will last until 4pm. Alternative travel arrangements will need to be organised by parents.
The Policy, and procedures including copies of all referral forms can be found via the link.
Please click links below:
Teachers’ subject knowledge is a major strength of the provision and enables teachers to deepen students’ understanding through highly insightful and effective questioning.Ofsted (2018)
Teachers have high expectations of pupils’ behaviour, and pupils respond well as a result. They are proud of their school and the work that they do.Ofsted (2018)
Provision in the sixth form is outstanding…students have study programmes very well suited to their needs, resulting in excellent progress.Ofsted (2018)
Pupils’ behaviour is good. Strong relationships with staff help pupils to feel secure and promote their personal development well.Ofsted (2018)
The curriculum enables pupils to pursue their interests and prepares them well for their next steps.Ofsted (2018)
There is a very effective safeguarding culture in the school. The college system provides good pastoral care and helps to build effective links with parents and carers.Ofsted (2018)
Senior leaders and governors are ambitious for the school and its pupilsOfsted (2018)