School Policy

Anti-Bullying Policy

Child Protection Policy

SEN & Inclusion Policy

Teaching and Learning Policy

Curriculum Policy Statement

Behaviour Policy

ANTI-BULLYING POLICY
 In Green Field School, it is recognised that bullying is an unpleasant and unacceptable feature of school life. The whole school staffs, in conjunction with Parents are committed to reducing the number of incidents of bullying in school and associated problems within the immediate school environment.
It can include many different behaviours, such as:

• Physical violence or attacks
• Verbal taunts, name-calling, put-downs, ridicule
• Threats and intimidation
• Extortion or stealing of money / possessions
• Damage of personal property
• Exclusion from a particular group.

What is the school doing to help?
In the school, school staff helps ease the transition process with one of the main focuses on “anti-bullying”
All pupils have a Key Teacher and/or a guardian Teacher who is the first point of contact for pupils and parents, if there are any concerns.

• All members of staff must adhere to a discipline Code of Conduct for a pupil which ensures consistency of approach towards pupil behaviour across subject departments.
• Ground rules for acceptable pupil behaviour are re-enforced in teaching classes.
• Vulnerable pupils are identified and participate in group work, focusing on self-awareness.

Individual work and group work take place for pupils who have been bullies themselves, to look at their behaviour and its effects on others. School staffs work closely together to tackle the problem of bullying.
What happens in school if an incident of bullying occurs?

• It is vitally important that all pupils understand that they must report incidents of bullying to someone, so that the incident can be dealt with. This should apply not only if they themselves are the victims, but also if someone else is being affected. Bullying must not be tolerated!
• The person they tell can be their Buddy, a Teacher they trust, their guardian Teacher, a member of the Senior Management team, someone in the Office or a Janitor. It does not matter, as long as they tell someone.
• Every incident reported will be dealt with, as deemed appropriate.

• Seek to work in partnership with parents, carers and other agencies to promote good practice in the area of child protection.
• Update any changes in child protection policy and practice under the guidance from the designated person in the school
• Endeavour to ensure that all staff have access to appropriate child protection training, supervision and support in order to implement this policy effectively.

Child abuse is a criminal offence. All staff working in our school have an ethical duty to report any reasonable concern that a child may have being abused.
The role of members of staff is to inform the designated person of any instance, which suggests that abuse is taking place. It is not the role of the member of staff to wait for proof, investigate or gather evidence of abuse.
Our school will always seek to work with families in a clear, positive and open way, bearing in mind always that the welfare of the children is paramount.
The guidance counsellor must be informed at all stages and must make sure that proper/appropriate records are being kept.

REMEMBER:
Any concerns about the well-being of a child need to be shared.

No matter how good we are at evaluating and assessing matters to do with children in our classes, when it comes to the child’s welfare we cannot evaluate and assess potential danger, risk, damage, as we only know a tiny part of the whole picture. We must share our concerns with the designated person.

Child Protection Procedure checklist for our staff.
If

• A child discloses abuse, or
• A member of staff suspects a child may have been abused, or
• A third party expresses concern
• A staff member witnesses an abusive situation involving another staff member

The member of staff must: RECORD and REPORT
R  Respond without showing any signs of disquiet, anxiety or shock
E  Enquire casually about how an injury was sustained or why a child appears upset
C  Confidentiality must not be promised to children or adults in this situation
O  Observe carefully the demeanour or behaviour of the child
R  Record in detail what has been seen and heard
D  Do not interrogate or enter into detailed investigations: rather encourage the child to say what he/she wants until enough information is gained to decide whether or not a referral is appropriate
Then REPORT to the designated person without delay.

1. Girls and boys
2. Minority ethnic and faith groups
3. Learners who need support to learn English as an additional language (EAL)
4. Learners with special educational needs
5. Learners who are disabled
6. Those who are gifted and talented
7. Those who are looked after by guardians
8. Others such as those who are sick; those who are in families under stress
9. Any learners who are at risk of disaffection and exclusion

This policy describes the way we meet the need of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school.

At Green Field Higher Secondary School we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.

Green Field Higher Secondary School sees the inclusion of children identified as having special educational needs as an equal opportunities issue, and we will also aim to model inclusion in our staffing policies, relationships with parents/carers and the community. We are trying to move from an SEN approach that locates a problem with the child to looking at what additional provision we need to make for specific children.

Objectives
1. To ensure the SEN and Disability Codes of Practice and guidance are implemented effectively across the school.
2. To ensure equality of opportunity for, and to eliminate prejudice and discrimination against, children with special educational needs.
3. To continually monitor the progress of all pupils, to identify needs as they arise and to provide support as early as possible.
4. To provide full access to the curriculum through differentiated planning by class teachers, SEN, and support staff as appropriate, we aim to offer the full curriculum to all our pupils.)
5. To provide specific input, matched to individual needs, in addition to differentiated class room provision, for those pupils recorded as having SEN at School Action or School Action Plus.
6. To ensure that pupils with SEN are perceived positively by all members of the school community, and that SEN and inclusive provision is positively valued and accessed by staff and parents/carers.
7.  To ensure that we are able to meet the needs of as wide a range as possible of children internationally.
8. To enable children to move on from us well equipped in the basic skills of literacy, numeracy and social independence to meet the demands of university life and learning.
9. To involve parents/careers at every stage in plans to meet their child’s additional needs.
10. To involve the children themselves in planning and in any decision making that affects them.

Objectives
Identification and Assessment Arrangements, Monitoring and Review Procedures
* The school’s system for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs.

* The school’s system includes reference to information provided by:
¨ Baseline assessment results

¨ Progress measured against the objectives in our Literacy and Numeracy Strategies

¨ Progress measured against our level descriptors

¨ Standardised screening and assessment tools

¨ Observations of behavioural, emotional and social development

¨ An existing Statement of SEN assessment

¨ Assessments by a specialist service, such as educational psychology, identifying additional needs
Green Field School targets may include targets to work towards at home, and parents/careers are always invited to contribute their views to the review process. All Green Field Schools and reviews will be copied and sent to parents/careers after meetings.
Parents/careers evenings provide regular opportunities to discuss concerns and progress. Parents/careers are able to make other appointments on request.
Regular communication between school and home will ensure that concerns are promptly acted on. Where this has not happened, however, parents/careers are able to make a complaint by contacting the principal or, if this fails to resolve the issues, the governing body.

Inclusion Principles
Staff at Green Field Higher Secondary School value pupils of different abilities and support inclusion.
Within the school, staff and pupils will be constantly involved in the best ways to support all pupils’ needs within the school. There is flexibility in approach in order to find the best placement for each child.
Within each class, teaching and learning styles and organization will be flexible to ensure effective learning. Grouping to support children identified with additional needs will be part of this process.
Where appropriate, links with partner special schools are made and children included into mainstream school on full or part-time basis. Liaison and planning between both schools takes place to ensure continuity and match to needs. Review meetings take place, as above to ensure that the most appropriate provision is being made for the child.

Green Field Higher Secondary School uses a range of assessment procedures within lessons (such as taping, role-play and drama, video, drawing) to ensure children with additional needs are able to demonstrate their achievement appropriately.

Evaluating the success of the School’s SEN and Inclusion Policy
Every year, we analyze the data we have on the percentage of our pupils with low attainment at the end of their key stage, compared to the percentage in similar schools. We also analyze data on behaviour: major behaviour incidents and exclusions. We use this analysis to help us plan our provision map. At the same time, we set new targets for the year ahead, aiming for:
¨ A reduction in the percentage of children with very low attainment,
¨ An increase in the percentage of children recorded as having special educational needs attaining at all Levels.
¨ A zero tolerance in behaviour incidents and exclusions

Dealing with complaints
If a parent wishes to complain about the provision or the policy, they should, in the first instance, raise it with the SEN, who will try to resolve the situation.
If the issue cannot be resolved within 10 working days, the parent can submit a formal complaint to the principal in writing or any other accessible format. The principal will reply within 10 working days.
Any issues that remain unresolved at this stage will be managed according to the school’s Complaints Policy. This is available, on request, from the school office.

RATIONALE AND BROAD AIMS
This policy on Learning and Teaching is seen as of fundamental importance in our school, underpinning our entire philosophy which seeks to offer equality of opportunity in all aspects of education in an atmosphere which is well-ordered, hard-working and yet friendly and relaxed. It encourages pursuit of high standards in academic, social, cultural and sporting activities and describes the ideal to which we all as professionals aspire. The Policy inevitably embraces all our School Aims and their many component objectives.

Extra-curricular Activities
The importance of a wide range of extra-curricular activities in fostering our cultivation of a good school ethos cannot be underestimated and each pupil is encouraged to take advantage of the many opportunities voluntarily offered by staff beyond their normal teaching duties. Such activities can help to:
• develop not simply new skills but also self esteem and image

• ensure a more positive attitude to school and learning

• develop relationships between staff and pupils

• foster an appropriate school spirit
Resources
Effective Learning and Teaching involves appropriate provision and access to up-to-date materials and technology in all areas of the school. This is facilitated by an annual formula-based departmental requisition supplemented by development requests prioritised against departmental 3 year plans and resolved on a whole-school basis by the school management.
Environment
In further seeking to encourage positive behaviour, the creation and maintenance of an appropriate learning and teaching environment is a priority. Where appropriate, improvements in decor and furnishings will be regularly sought. Involvement of pupils is crucial in maintaining a good environment (eg litter) and looking after and developing the physical surroundings (eg landscape). Display of the work of pupils (eg paintings in public areas) is very desirable.
Communication
The best possible communication between all members of the school community is strived for, with care being taken to ensure that parents as well as other groups not physically present in the school, are as informed and involved as possible. This is designed to ensure a positive school ethos and the best atmosphere for effective Learning and Teaching
In particular we are keen to facilitate the Learning and Teaching process by:
• fostering partnership with parents
• making parents aware of what their children are learning each term ( curriculum map)
• providing the best possible systems for Assessment and Reporting information
• providing and maintaining an early warning system for parents regarding individual pupil progress
• clarifying parents’ knowledge of sanctions within school

Homework
Homework is regarded as an important part of a whole school policy on Learning and Teaching with the following aspects being of particular significance:
• the frequency, nature and purpose of homework is made clear

• prompt marking and returning of work has positive effects

• tasks set are appropriate and take account of differing ability levels within a class

• the use of homework diaries is thoroughly and constantly encouraged

Whole-School Support
Effective Learning and Teaching involving the complete spectrum of pupils’ ability and behaviour depends on accessible, reliable and structured support for learning. The means whereby pupils’ learning, and their general well-being – which of course is a prerequisite for learning – is supported in its widest sense.

Wider Opportunities for Learning
In general we encourage wider opportunities for learning and expanding the learning experiences of our pupils – with consequent building of confidence and responsibility. These may include opportunities such as Young Enterprise, Problem-Solving Days, Understanding Industry Days, as well as Excursions to theatres, galleries, exhibitions, or more distant excursions like Disney world, etc.

SPECIFIC CLASSROOM FACTORS
Philosophical and Scientific Basis of Learning and Teaching
As teachers we consider it essential to be as aware as possible of developments in this area such that they can inform our teaching. Senior Management have a particular role here in ensuring effective dissemination of such information.

We as teachers attempt as far as possible to promote effective learning and teaching by
• providing courses which meet the needs of pupils and are appropriate to their abilities

• planning and preparation of courses and events to ensure differentiation/diversity of approach

• adopting an active teaching role beyond that of a manager of learning materials

• utilising a variety of presentation, methodology and resources including where appropriate – whole class teaching and tasks

– group teaching and tasks

– individual teaching and tasks
• providing clear and appropriate exposition and explanations

• applying appropriate assessment – diagnostic, formative and summative – with pupils being clear as to its purpose and nature as far as is practicable.

• giving good feedback from assessment to pupils

• using assessment, where appropriate, as a tool to inform teaching

• establishing a climate of confidence and trust

• having appropriate expectations of behaviour, attitude and performance

• promoting a positive approach to learning

• raising the motivation of pupils to learn by for example:
– encouraging pupil responsibility for their own learning

– developing pupil self-confidence, self-esteem and self-fulfilment

– sharing learning objectives with pupils

– valuing pupil contribution and encouragement where appropriate

– encouraging pupils to co-operate with others

– encouraging pupil perseverance in the face of challenges

MONITORING AND EVALUATION
One form of monitoring and evaluation, which has to be used sensitively, is the termly analysis of examination results carried out by individual teachers, Heads of Department and the vice Principal. These compare raw results, Relative Ratings and Value-Added data.
The effectiveness of Learning and Teaching is reviewed routinely by Heads of Department – and at least termly when constructing annual revised Year Plans.

APPENDIX
The following is a brief summary of material in “Teaching for Effective Learning, which itself is a summary of current knowledge/research findings in the area.
The following insights are drawn from a variety of sources – neurological, psychological, sociological and psychiatric as well of course as educational. These are included as a necessarily incomplete, but as up to date as possible, basis on which Learning and Teaching classroom processes can be overlaid.
• There appear to be several different ‘Intelligences’ – eg logical/mathematical, visual/spatial, musical, interpersonal, intrapersonal and ‘bodily /kinesthetic’
• Any form of ‘Intelligence’ is not fixed -teacher expectations and pupil self esteem are extremely influential
• Motivation to learn is crucial – being involved in, and consulted on, their own learning builds pupil self esteem – and thus motivation, and thus achievement
• Learning is more effective when we think things through for ourselves or apply it and is facilitated in a situation where we are able to express new information or ideas, ideally by talking with others
• Learning is ‘messy’ – we rarely learn simply by proceeding along a single path to predetermined outcomes, and different learners need teachers’ help in different ways in interpreting content, structures and contexts to make meanings and to find links
• Learning involves emotions and feelings as well as thinking and thus
– good pupil self esteem is crucial

– feelings are a powerful influence on reason and motivation

• Self reflection on how we learn, helps us learn more effectively
• There are differences in the way that people prefer to learn – all are equally valid and require different kinds of support.

Effective teaching –
• involves teachers adopting a role far beyond that of a manager of learning resources, such as worksheets and writing notes on the white board
• involves motivating, listening and responding, and, most importantly, the ability to explain and describe things clearly and interestingly
• is practised by people who are very different from one another and involves effective organisation and management, but no single style or approach to classroom management is best
• involves good relationships – a well ordered but relaxed atmosphere supports effective learning without undermining learners’ self esteem
• involves knowing learners as people, ie their characters, their prior and current knowledge, their ways of, or difficulties in, thinking/learning
• involves talking regularly with learners about their learning and listening to them, be it with individuals, small groups or the whole class; and where worksheets/resources are used, providing time for such interaction rather than using the material as a substitute for discussion
• involves teachers teaching to their own preferred (and usually therefore most effective) style, but doing so in a way that takes account of and respects different learning preferences
• involves being knowledgeable about the subject but also looking for links across topics and subjects
• is enhanced where teachers develop themselves, are open and self-critical, work positively with colleagues and parents in a culture which supports all of these activities.

Curriculum Policy Statement
The school will deliver the national curriculum at both junior and senior school. However the aim of Green Field Higher Secondary School is to provide more than this. We want a curriculum which responds to the needs of our students and is seen as relevant to their needs in the future. Our aim is to integrate the Nigeria national curriculum with the British national curriculum and their respective program of learning,
The curriculum should:

• be balanced, relevant and differentiated.

• promote the spiritual, moral, cultural, mental and physical development of all students.

• prepare students for the responsibilities and opportunities they will face in adult life.

• be delivered in ways which help the students to learn

• provide a seamless pathway through to education at higher level.

• provide the opportunities for students to work at a pace best suited to their own needs.

Students are taught in mixed ability groups for the majority of the time. There is also an increasing amount of setting
according to ability. This is done in order to match the learning experiences to the ability of the student so that they reach the highest possible standards of achievements.

The learning support team, (guidance counselor), work closely with all departments, supporting students so that they all have
access to the curriculum (see inclusion policy).

Green Field School is a centre of excellence and to maintain this position it is essential that the curriculum is constantly evolving. All departments are constantly reviewing what is taught and how it is taught at both junior and senior levels.In particular:
• the pace of lessons
• the most appropriate time for assessment and the methods of assessment
• the suitability of courses being offered
There is a strong emphasis on modern foreign languages but not to the detriment of other subjects. In fact there is a strong international element in most courses and modern foreign languages are viewed as critical in helping to make our curriculum relevant to the needs of the 21st century.During the course of the year there are enrichment days when students study different subjects in different ways (various time slots, outside speakers, trips, different groupings.

EARLY ENTRY
It is the school’s policy to enter some students earlier than would be normal for external tests in certain subjects. This is done at both key stages but only when it would benefit the student.
Carefully selected students are also entered for the examinations at the end of Year 10 in Mathematics, English and Science.
When a student has completed the course by the end of Year 10 further options are available to challenge and extend the individuals involved.

NEW TECHNOLOGY
ICT
The present new buildings contain an abundance of up to date technology. We have always used ICT in our teaching in order to help equip our students with the knowledge they will require when they go on to further education. It is embedded in our schemes of work and is in evidence in all lessons where it can make an impact.
ICT is also taught as a discrete subject so that all students possess the skills they will need in other lessons. The ratio of students to computers is 1:1 in the school. All teaching rooms have at least a computer and an interactive whiteboard. There is a specialist area that can be booked by staff so that whole classes can work on computers. Students also have access to computers at lunchtime and after school. All teaching staff have access to the computers so that work can be prepared and assessment records are instantly available.
The technology department is fortunate in having modern, extremely well equipped facilities, which encourage accelerated learning and hands on advantage.

Science
Science has been designated an “open department”. This means that the department will be delivering excellent teaching. The school has laboratories for Physics, Chemistry and Biology, all fully equipped.

SHARING EXPERTISE
The curriculum at Green Field Higher Secondary School never stands still. It is constantly evolving to meet the needs of our students and we believe that at present we offer a first class curriculum delivered by first class staff in a modern superbly equipped buildings.
If you wish to discover more about the curriculum and in particular the curriculum content please do not hesitate to contact the school.
Green Field Higher Secondary School has a proud tradition of providing its students with a large range of extra-curricular activities. All of these activities are seen as enhancing the learning experience and providing students
with opportunities not available during the school day. They are very much valued by both students and their parents, as can be seen by the large numbers attending.

Homework Club exists for any student who requires help after school. There are also ICT , Music and Drama Clubs.
The Learning Centre is also available for students after school Monday to Saturday.
As well as clubs, we believe that trips and visits are a wonderful chance for students to enhance their learning. Each year departments run day trips which are closely tied into the curriculum.

All students deserve the best opportunities possible and we strive to provide these opportunities for all students at all stages of their education. Not only do we constantly review what we teach, but we believe that the best way of moving forward is in partnership with our link education providers.

ORIGINS OF GOOD BEHAVIOUR
Good behaviour and discipline, within an all-pervasive philosophy of positive behaviour, derive from
• the nature and quality of relationships between all in the school community – pupils, parents and staff
• a clear perception of equality, fairness and justice based on moral sense of right and wrong
• the quality and effectiveness of the Learning and Teaching process and all the whole-school and classroom factors which influence it, including the positive effect of praise

Relationships
The relationships between pupils, staff and parents are all equally important in setting the tone of the school – and naturally the senior management team has a salient role in this respect. The general atmosphere we nurture as a staff is one where relationships are friendly, courteous, purposeful and promote diligence and industry. The crucial reinforcing link with parents depends on excellent communication and understanding. Good behaviour and discipline depends on parents, pupils and staff having a common perspective – in everyday interactions and, crucially, in extreme situations where a joint approach by school and parents is highly desirable.

Equality, Fairness and Justice
The acceptance and support of behavioural standards and related discipline system depends on a perception certainly by pupils, and also parents and staff, of equality of applications, fairness and justice. As a staff we strive towards this end. This aspect like others here is monitored in our surveys.

Pupil Awareness of Agreed Expected Conduct
The ‘Code of Conduct’ and ‘Classroom Code’, are gone over with all pupils at orientation at the beginning of term. This code is applied within an ethos of promoting high pupil self-esteem by ‘Positive Behaviour’ approaches.

THE NEED FOR SANCTIONS
While all members of staff strive to reach the ideals set out above, we all recognise that perfect lessons cannot happen with every class every period of every day.
In the same way, pupils do react also to agendas and experiences arising at school and to stimuli from their peers within school. While we strive to reward good behaviour by praise and continual encouragement in even the most ‘difficult’ pupils, there is and always will be a need for disciplinary sanctions. Such sanctions are carried out with a view towards –
• changing the behaviour of the individual pupil concerned
• positively influencing the behaviour of other pupils
• allowing other pupils in a classroom the opportunity for unhindered learning.

A SYSTEM OF SANCTIONS
The following system is in operation across the school. It is a system of stages, as set out below, such that pupils, parents and staff are aware of the necessary severity of a problem and its consequences. While we follow this stagewise process in the large majority of cases, there are circumstances of a serious or specific nature which justify omission of a stage(s) or call for unique agreed strategies for certain pupils (see below – Practical Support Strategies – (b) Withdrawal).

Extremely serious problems may be referred to the Deputy Principal (Pupil Support), or Principal direct.

When a problem arises from a classroom situation, the teacher concerned is kept involved in the process as far as possible and where this is less practicable (eg Stage 5), as comprehensive feedback as possible is given to that specific teacher, and others as appropriate.

Stage One
For minor acts of misbehaviour eg noisy behaviour, late arrival in class, disturbing other pupils, the Class Teacher may: give a verbal reprimand (which may be expressed in a wide range of styles and degree); issue a punishment exercise perhaps signed by parent; specify departmental lunchtime detention; expect an apology; withdraw some classroom privilege; remove from the room a few minutes to “cool off”; or send to a ‘Partner Teacher’

Stage Two
(a) for recurring minor acts of misbehaviour or for more serious offences, eg insolence, constant disruption, the above sanctions are repeated; but at the same time the Head of Department is informed. The Head of Department normally keeps a record of such reports and takes an active interest in developments. See also arrangements for ‘Partner Teachers’.
(b) Serious incidents, especially if repeated, may warrant a formal referral to the Head of Department. Repetition of the customary sanctions by the Head of Department, or simply his/her overt support, is usually effective and the great majority of incidents are successfully dealt with at departmental level. Sometimes transfer of the pupil temporarily or permanently to another section is appropriate but clearly other factors, including educational attainment, have to be considered. Sometimes the Head of Department may temporarily place the pupil in his/her own or another classroom where a class of a different year group is being taught.
At this stage, a formal referral to the guidance teacher by a ‘Cause for Concern’ form may take place as a result of discussion arising from the standing item in all Department Meeting Agendas. This form can be used either for passing information only to the pupil’s Guidance Teacher, or for requesting that the Guidance Teacher takes appropriate action including informing the parent.

Stage Three
If a purely departmental response appears to be having little effect the Head of Department either completes a ‘Cause for Concern Form’ for action to the Guidance teacher, who may flag this to the Vice Principal ( Pupil Support) for his/her information or if the situation warrants it refers the problem directly to him/her thus moving directly to stage 4. At about this point following referral by a Head of Department or request by the Vice principal (Pupil Support), the Guidance teacher may (1) find out the picture in other departments; (2) discuss the nature of the problem with the pupil; (3) meet with the pupil to set targets for improvement of behaviour; (4) contact parents usually by letter and they will probably be invited to come for further discussion, especially if that problem appears to be common to several departments.
In some cases it may also be considered useful to give the pupil a ‘behaviour report’ (see section on ‘Practical Support Strategies’ below) and/or arrange for a meeting of the pupil’s teachers, chaired by the Vice Principal (Pupil Support), to consider the nature of the problem and initiate an “across the board” response.

The referring department is informed of the action taken.

Stage Three is seen as a point where, while the usual sanctions continue, a concerted effort is made to deal with the problem in a personal spotlighting way.

Stage Four
If these stage 3 measures prove inadequate, or if a direct line from stage 2 is appropriate, a Formal Referral is made to the Vice Principal (Pupil Support) who will apply appropriate sanctions possibly including formal lunchtime detention. In serious or chronic cases he will inform the Principal and may write to the parents and invite them to discuss the problem.
In discussion with the parents in a serious or chronic situation the implications of exclusion from the school may be outlined; and if possible assurances obtained regarding parental co-operation in persuading the pupil to accept school discipline.

Stage Five
Continuing misbehaviour of a similar kind leads to Formal Referral to the Principal through the Deputy. This will normally be followed by a meeting involving parents, pupil (for part of the time) and Vice Principal. A final warning may be given, assurances sought regarding future behaviour, sanctions applied as appropriate, possibly including apologies to teaching staff. Alternatively the pupil may be excluded. This is of course a serious step and specific conditions are given which must be met by the pupil (and/or in rare circumstances the parent) before any readmission is considered.
At this stage the Vice Principal (Pupil Support) will have on file all relevant correspondence and copies of internal referrals, including the final one that has led to the exclusion. Since in such cases the final incident that leads to exclusion may in isolation appear to be quite trivial, the importance of keeping records of referrals, punishments, consultation, etc cannot be over-emphasised in establishing a clearly justified case. Good clear records of all events are absolutely essential (by all staff) to ensure clarity and avoid a perception of potential victimisation by school staff.
However, wherever possible, the co-operation of parents is sought. We almost always invite parents of excluded pupils to two meetings. Amelioration of behaviour requires ideally a joint school-parental approach. Sometimes, with parental agreement, medical or psychological consultations also take place. Guidance staff are involved in the re-admission of a pupil, including the second meeting involving the Principal and the Vice Principal with his/her parents. Also re-admission is generally dependent on specified conditions being met by the pupil and/or the parents.
As well as informing all staff of an exclusion (staffroom notice flagged in circular), staff are informed of any readmission by the same means and a summary of the readmission conditions listed if appropriate.

PRACTICAL SUPPORT STRATEGIES

(a) Behaviour Report
Within the context as set out above a pupil may be given a Behaviour Report – a grid for comment to be signed by each teacher. This may be issued at Stage 3 or beyond within the ‘sanctions’ procedures above, and may be used when a pupil is readmitted after exclusion, subject to decision of the re-admission meeting. This device re-inforces good behaviour such that a pupil is taken off it when such behaviour is established as the norm. (However, two critical comments normally lead automatically to lunchtime detention).

(b) Withdrawal
Special arrangements are employed in respect of pupils with recognised needs for support such as autism whereby strategies are in place for automatic support in the Learning Base by sympathetic and temporary withdrawal from mainstream classes. Such pupils often have an assigned classroom auxliary.

SPHERE OF OPERATION
As well as in the classroom situation, appropriate behaviour is essential and will be encouraged and enforced in all relevant situations such as within school grounds, school buses, school evening functions, and school excursions including team games or competitions etc. In the same context it is worth stating that any non-medical involvement with mind altering substances including alcohol is taken to be so serious as to normally entail automatic invocation of Stage 5.

BEHAVIOUR MONITORING AND REVIEW
Weekly meetings involving Guidance and the Vice- Principal (Pupil Support) examine current cases and possible forward strategies. Monthly written summaries are compiled by the same Vice Principal and circulated to SMT and to Guidance for further information and discussion, and reviewing the current behaviour ‘temperature’ with a view to appropriate specific support, monitoring or other appropriate action.

POLICY MONITORING AND REVIEW
This policy is reviewed as necessary.

BACKGROUND
This aspect of Learning and Teaching evolved naturally from a desire by staff to improve the classroom climate/ethos/discipline generally across the school. This was first expressed at our training meetings.

RATIONALE
Put simply our intention is to maintain and further evolve an achievement ethos where it is seen as ‘cool to work’ and ‘cool to achieve’ rather than the opposite. This is an integral part in all classrooms of all aspects of Learning and Teaching. This is also done on a whole-school basis by recognising and encouraging extra-curricular achievement – eg in the circular, on our Website, in Newsletters, in the local newspaper and by pupils speaking at assemblies. The equivalent classroom focus involves all of us in a process of establishing a positive climate in which pupils feel secure, valued and stimulated to work and to achieve appropriate targets. In other words we are striving further towards maintaining an ‘Ethos of Achievement’ in our school.

ELEMENTS
1. a uniform set of pupil-agreed classroom climate-setting rules and expectations across the school
2. use of praise wherever possible1. a uniform set of pupil-agreed classroom climate-setting rules and expectations across the school
3. further development of our ‘commendations’ system involving refinement of the process and promulgation of pupil success by an Achievement Board and by informing parents routinely (as we do with the Early Warning system).

THE CLASSROOM CODE

It is as follows
· Arrive on time, ready to work, with your completed homework and all necessary equipment

· When the teacher speaks – listen and follow instructions

· Be polite and treat staff and other pupils and their property with respect

· Work hard with your teacher to achieve as much as you can in each class.

PRAISE
We aim to further the use of praise and encourage pupil self-achievement and self-esteem wherever possible, for example –
· verbally
· in written comments/marking of work

COMMENDATIONS

General
We issue commendations to pupils when either
· unexpectedly good work is done (whatever a pupil’s ability)
· a specific reasonable but stretching target set by a teacher is achieved – such a target could be academic, attitudinal, or related to
attendance and punctuality
· noteworthy extra-curricular success is achieved
This process and the Achievement Board is under the overview of the Vice Principal (Curriculum) who has responsibility for all pupil notice boards in the school.

OTHER RECOGNITION
The Achievement Board lists only a pupil’s name and class indicating he/she has received a commendation.

However, the weekly/daily Circular, School Notes in local newspaper, School Newsletters, School Website and Pupil Presentations at Assemblies are routinely used to let people know of successes in detail.

Notice boards in the administrative Area are designed to hold photographs. Senior pupils may be available to take digital photographs for display at relatively short notice. This can be arranged by contacting the ICT co-ordinator.

EXCLUSION POLICY AND PROCEDURES

EXCLUSION POLICY
The situations which result in exclusion are set out in the Behaviour Policy above. Essentially it is used as a last resort for cumulative/recurring problems or for a very serious breach of discipline.
Exclusion is a rare event in Green Field School and is such because of the importance we attach to addressing problems early, through promoting positive behaviour management strategies, through early warning (eg weekly consideration of ‘Cause for Concern’ at all Departmental Meetings)and involvement of parents, if appropriate.

PROCEDURES

Management
The Principal is responsible for managing all exclusions, and generally does so in association with the Vice- Principal and in consultation with the executive director (ED). In the Principal’s absence the responsibility lies with the Vice- Principal in consultation with the executive director.

Investigation
While preliminary investigation of an event resulting in potential exclusion is normally undertaken by the Vice-Principal who has responsibility for disciplinary issues in general, it may be carried out by the Principal, or may involve two or all three members of the senior management team. However, before any pupil is excluded, except in unusual circumstances, the pupil concerned is normally interviewed by the Principal and the executive director to ensure that details are correct as far as can be ascertained and to ensure that the views of the pupil are accurately established and taken into account.

Monitoring
As with all policies, the ‘Behaviour Policy’ of which this is part is subject to our scheduled triennial reviews. In addition, our exclusion pattern is reviewed at least annually by the Board of Directors.