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Secondary Character and Culture appendix

Secondary Character and Culture Appendix

Tutor Time and the Learning For Life Curriculum will be used to teach and promote the social, emotional, spiritual and behavioural skills necessary for adulthood. All curriculum areas will provide opportunities to develop and teach these skills so that all students can learn and progress through positive conduct and full attendance. Heads of Year will support this curriculum through standardised assembly themes to cover learner profile attributes.

Secondary procedures for low-level undesirable conduct

	Steps	Actions
1	Acknowledge	A reminder of the expectation, ready, respectful and safe. Deliver privately whenever possible. Repeat reminders if reasonable adjustments are necessary. Take the initiative to keep things at this stage.
2	Remind	A clear verbal reminder, making the student aware of their actions and clearly outlining the consequences if they continue.
3	Conversation	The student is asked to stay behind after class. This should not be reduced, removed or substituted. This needs to be recorded on iSAMS. This will be a time to remind them of expectations related to the learner profile attributes.
4	Reflection time (Possible time out)	If the student continues to disrupt learning they will be supported to self regulate and offered the opportunity to re-engage. If they are unable to do so they should be accompanied to the appropriate member of MLT in each phase. This needs to be recorded on iSAMS and a record of this automatically sent to tutor and HOY.
5	Repair	A restorative discussion is organised between either the teacher and/or MLT member and student. This needs to be recorded on iSAMS and a record of this automatically sent to tutor and HOY.

* Secondary HOY and HOD teams will follow up about low level behaviour in their respective meetings when required. An iSAMS report will be created before HOD/HOY/MLT meetings.

Character & Culture

The Character and Culture policy contains a reflective approach to misconduct, illustrating steps to success, as well as a restorative process enabling there to be an agreed understanding.

Positive character and conduct is promoted at DBIS so that every student feels supported, happy and secure. We recognise that our students are developing. This can mean they occasionally make mistakes. We aim to put restorative actions in place that guide and support our students towards making better decisions in the future and also help them develop a sense of personal responsibility

Category of concern and description of your child’s conduct	Example of misconduct These lists are not exhaustive	Action taken by staff and student These lists are not exhaustive
Category Zero Your child has demonstrated a minor level of misconduct and received a reminder/s about expected conduct	Incorrect Uniform Home learning not completed Lateness Equipment for lesson/s is not prepared or available	As a consequence of not demonstrating the expected conduct, your child and yourself will receive a notification for your awareness Repeated offences will require reflection at a designated time
Category One Your child has demonstrated a low level of misconduct and received a number of reminders about expected conduct	Distracting others from their learning Not following instructions Discriminatory racial/sexual homophobic comments Low level of physical violence to another person and/or property Use of a mobile phone in lessons and/or around school without permission Arguing/deliberate and intentionally talking back to an adult- disrespectful behaviour	As a consequence of not demonstrating the expected conduct, your child will meet with the appropriate member of staff These could include: Detention, Apology Letter, Replacing the Broken Item, Parents Informed etc.
Category Two The student has displayed an intentional level of misconduct during school	High frequency of category one incidents Continued racial/sexual/homophobic comments Intentional physical violence to another person and/or damage to property Continued non-compliance i.e. home-learning, uniform expectations Truancy	Parents are notified A restorative meeting will be arranged between your child and either their tutor and/or Head of Year During the restorative conversation with the staff member, the consequences of their actions will be decided These could include: Detention, Report Card, Social and Emotional Counselling
Category Three The student has displayed a significant level of misconduct during school * Note that continued demonstration of Category 1 & 2 behaviours is considered to be equivalent to a Category 3 or 4 stand-alone incident due to the continued disruption to the learning environment of others in the school.	Intentional racial/sexual/homophobic comments Significant physical violence to another person and/or damage to property Inappropriate use of social media within school premises or on school-related activities Theft	A meeting with parents is arranged A restorative meeting will be arranged between your child and the appropriate staff member Following the restorative conversation, the process will allow the student and the staff member to come to an agreed understanding of the chosen consequence These could include: Internal Exclusion, Fixed Term Exclusion, report card, daily commitment to after-school reflection etc.
Category FourThe student has displayed severe misconduct during school * Note that continued demonstration of Category 1 & 2 behaviours is considered to be equivalent to a Category 3 or 4 stand-alone incident due to the continued disruption to the learning environment of others in the school.	Racial/sexual/homophobic harassment Serious physical violence to another person and/or damage to property Possession of any illicit substances or materials	Parents are notified, and a meeting is arranged with the Appropriate SSLT member or Head of School A restorative meeting will be held with the student and the decisions made from the restorative discussions will require an individual action plan At this stage, all restorative plans are adapted relating to the seriousness and frequency of the behaviour The consequences are one of the following: a Fixed Term Exclusion or Permanent Exclusion

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