Document Status
Date of Policy Adoption by Governing Body: January 2013
Reviewed January 2013
Next Review January 2016
Signed (Chair of Governors)
Eskdale School
Behaviour Policy
Eskdale School aims:
To develop as a vibrant, dynamic community committed to the principles of Every Child Matters so that all of
our students
are safe and healthy
enjoy and achieve
make a positive contribution
experience success so that they are equipped to make their way in the world of work.
Eskdale School
Behaviour Management Policy
This policy links with the following documents:
Code of Conduct
Home School Agreement
Handbook for Staff
This policy links with the following other policies:
Race Equality
Special Educational Needs
Equal Opportunities
Attendance
Anti-Bullying
The Principles
1. The Governing Body believes that in order to enable effective teaching and learning to take place,
good behaviour in all aspects of School life is necessary. It seeks to create a caring, learning
environment in the School by:
promoting good behaviour and discipline
promoting self-esteem, self-discipline, proper regard for authority and positive relationships
based on mutual respect
developing pupils social, emotional and behavioural skills
ensuring fairness of treatment for aIl, including those with special educational needs, those
with physical or mental health needs and looked-after pupils
encouraging consistency of response to both positive and negative behaviour
promoting early intervention
promoting race equality
providing a safe environment free from disruption, violence, bullying, racism, homophobia,
name-calling and any form of harassment
encouraging a positive relationship with parents and carers to develop a shared approach to
involve them in the implementation of the School's policy and associated procedures.
Teaching and Learning
2. Opportunities will be provided within the curriculum for development of pupils social, emotional and
behavioural skills. This will include structured approaches in PHSE/Citizenship and the tutorial
programme, personalised programmes of support for pupils where additional support is needed,
opportunities to benefit from enhanced work related learning, and a range of informal learning.
3. As pupils develop during their time at the School, there will be increasing opportunities for them to
act as positive role models for younger learners, and the School will encourage them to take these
opportunities.
4. Staff will be given support in developing effective approaches to teaching and learning which will
promote positive behaviour and attendance. Support may take the form of individual coaching,
tailored or whole School CPD or, where appropriate, structured support with e.g. challenging
groups.
Roles and Responsibilities
5. The Governing Body will establish, together with the Headteacher, staff and parents/carers, the
policy for the promotion of good behaviour and keep it under review. It will ensure that it is
communicated to pupils and parents/carers, is non-discriminatory and the expectations are clear.
Governors will support the School in maintaining high standards of behaviour.
6. The Headteacher, together with other senior staff, will be responsible for the implementation and
day-to-day management of the policy and procedures. Arranging support for staff faced with
challenging behaviour is also an important responsibility of the Headteacher and the leadership
team.
7. Staff, including teachers, support staff and volunteers, will be responsible for ensuring that the policy
and procedures are followed, and consistently and fairly applied. Mutual support amongst all staff in
the implementation of the policy is essential. Staff have a key role in advising the Headteacher on
the effectiveness of the policy and procedures. They also have responsibility, with the support of the
Headteacher, for creating a high quality learning environment, teaching good behaviour and
implementing the agreed policy and procedures consistently.
8. The Governing Body, Headteacher and staff will ensure there is no differential application of the
policy and procedures on any grounds, particularly ethnic or national origin, culture, religion, gender,
disability or sexuality. They will also ensure that the concerns of pupils are listened to and
appropriately addressed.
9. Parents and carers will be expected to take responsibility for the behaviour of their child both inside
and outside the School, and for their attendance. They will be encouraged to work in partnership
with the School to assist the School in maintaining high standards of behaviour and attendance, and
will have the opportunity to raise with the School any issues arising from the operation of the policy.
10. Pupils will be expected to take responsibility for their own behaviour and will be made fully aware of
the School policy, procedure and expectations. Pupils also have a responsibility to ensure that
incidents of disruption, violence, bullying, racism, homophobia, name-calling and any form of
harassment are reported. Pupils will be given opportunities to seek and provide peer support as
well as support from staff, who will be aware that pupils may become vulnerable through events
such as bereavement, divorce or separation of their parents. The Pupil Council will be responsible
for reviewing annually the progress that has been made in tackling bullying.
Procedures
11. The procedures arising from this policy will be developed by the Headteacher in consultation with staff.
The procedures will make clear to the pupils how acceptable standards of behaviour can be achieved
and will have a clear rationale which is made explicit to staff, pupils and parents. The procedures will
be consistently and fairly applied, and promote the idea of personal responsibility and that every
member of the School has a responsibility towards the whole community.
Rewards
9. A School ethos of encouragement is central to the promotion of good behaviour. Rewards are one
means of achieving this. They have a motivational role in helping pupils to realise that good behaviour
is valued, and are clearly defined in the procedures. Integral to the system of rewards is an emphasis
on praise, both informal and formal, to individuals and groups.
Sanctions
10. Sanctions are needed to respond to inappropriate behaviour.
11. A range of sanctions is clearly defined in the procedures and their use will be characterised by clarity of
why the sanction is being applied and what changes in behaviour are required to avoid future
sanctions. The procedures make a clear distinction between the sanctions applied for minor and major
offences.
Training
12. The Governing Body will ensure that appropriate high quality training an all aspects of behaviour
management is provided to support the implementation of the policy.
Interrelationship with other School Policies
13. In order for the behaviour policy to be effective, a clear relationship with other School policies,
particularly Racial Equality, Equal Opportunities, Special Educational Needs and Anti-Bullying, has
been established.
Involvement of Outside Agencies
14. The School works positively with external agencies. It seeks appropriate support from them to ensure
that the needs of all pupils are met by utilising the range of external support available.
Review
15. The Headteacher, in consultation with staff, will undertake systematic monitoring and conduct regular
reviews of the Behaviour Management Policy and procedures in order to evaluate them to ensure that
the operation is effective, fair and consistent. The Headteacher will keep the Governing Body informed.
16. The Governing Body will regularly review this policy and associated procedures, to ensure its continuing
appropriateness and effectiveness. The review will take place in consultation with the Headteacher,
staff and parents/carers.
17. The outcome of the review will be communicated to all those involved, as appropriate.
Behaviour Management Procedures
Policy Statement
1.1 The School's Behaviour Policy has been adopted by the Governing Body.
1.2 The School has ensured that parents/carers are fully informed of the behaviour policy by
communicating it through the School's rules, prospectus, Parents Forum, newsletters and other
normally used channels.
1.3 The School has communicated the Behaviour Policy to all new and existing pupils through the
School's rules, prospectus, pupil noticeboards, pupil newsletters, in form time, assemblies, and
within the curriculum wherever relevant.
1.4 The School will seek to ensure that all staff are consulted regularly about the policy and its
implementation.
1.6 The School has communicated the Behaviour Policy to all teaching and non-teaching staff by
providing copies of the policy and through staff training sessions.
Acceptable and Unacceptable Behaviour
1.7 The School defines acceptable behaviour as that which promotes courtesy, co-operation and
consideration from all pupils in terms of their relationships with other pupils within/outside the
School, with teachers and other School staff and with visitors or other people within/outside the
School premises.
1.8 The School has identified examples of unacceptable behaviour as that which includes name calling,
verbal abuse, threatening language or behaviour, intimidation, physical abuse, bullying and
harassment, including racist, sexist and homophobic abuse.
1.9 The School communicates regularly the standards of acceptable and unacceptable pupil behaviour
to pupils and parents/carers through the School's rules, prospectus, Home-School Agreement,
assemblies, pupil noticeboards, parent newsletters and letters to parents/carers.
1.10 The School communicates the standards of acceptable and unacceptable pupil behaviour to staff
through the staff handbook, the staff training programme, staff meetings and briefings.
Recognition, Rewards and Sanctions
1.11 The School will promote good and improved behaviour by pupils through a system of recognition
and reward. The will include the use of:
praise and positive feedback
commendations and awards, including Vivo Points
letters and postcards to parents/carers.
1.12 The School will review the support available to individual pupils who may be at risk of disaffection or
exclusion, including:
learning support
mentoring
individual education planning
curriculum and curriculum resources
teaching strategies
study support.
1.13 The School will implement a range of strategies to deal with inappropriate behaviour by pupils,
including:
talking quietly with the pupil
reflection
verbal reprimand
report (Subject, Form Tutor or Learning Manager)
Removal from lessons
Time Out
referring matters to Form Tutor, Learning Manager, Assistant Headteacher, and the
Headteacher (as appropriate)
instituting pupil detentions as appropriate
withdrawal of School privileges
letters to parents/carers
meetings with parents/carers
behaviour panel meetings
referral to external agencies
detention, including up to one hour after School
fixed term or permanent exclusion (see Annex 1)
placement at Education Outreach
1.14 The School will monitor the use of rewards and sanctions to ensure that its arrangements operate
with due regard to equal opportunities and anti-discrimination.
Early Intervention
1.15 The School will undertake reviews of the educational needs of pupils, as appropriate. Details of
reviews undertaken will be included within each pupil's file.
1.16 The School will involve external agencies where it is appropriate to do so, for the purposes of pupil
education and guidance.
1.17 The School will develop measures to encourage pupils to take responsibility for their own behaviour
and to help them to recognise the consequences of inappropriate behaviour.
1.18 The School will provide appropriate training for all staff in order to promote positive and consistent
behaviour standards within the School.
1.19 Parents/carers will be contacted promptly by the School and normally within two working days to
notify them of any reported serious incidents of misbehaviour in which their child has been involved.
Investigating Cases
1.20 The School will investigate, as appropriate, reported incidents of pupil misbehaviour.
1.21 The School will ensure that relevant staff receive adequate and appropriate training for the conduct
of any investigations, including in respect of the recording of evidence and the taking of witness
statements.
1.22 The School will provide adequate non-contact time for the conduct of investigations.
1.23 The School will notify the police and other relevant bodies of incidents where it is appropriate to do
so.
1.24 The School will complete investigations within a reasonable timescale and not normally exceeding
four working days.
1.25 The School will ensure that appropriate feedback from any investigation undertaken is provided to
relevant persons together with recommendations for action.
1.26 A copy of the results of all investigations undertaken will be held on record until such time as the
pupil leaves the School. Where an investigation finds that there is no case to be heard, the report
will be held by the School but will not be kept within the pupil's file.
Developing Capacity
Training and Professional Development for all Staff
2.1 The School has a comprehensive behaviour management training programme which has been
reviewed to ensure that it is appropriate to the needs of staff and the circumstances of the School.
2.2 The School reviews regularly the health, safety and welfare of all its staff and provides for
professional and personal support (including counselling and training).
2.3 The School provides relevant information and training on behaviour management matters to all
groups of staff, including:
lunchtime supervisors
support staff (eg teaching assistants)
other School staff (eg canteen staff, buildings/grounds maintenance)
newly qualified teachers during their formal induction period
students undertaking programmes of initial teacher training
supply teachers
class teachers
management/leadership group.
2.4 The School will provide for the training and development of all staff on behaviour management
matters through induction training for all new staff, whole-School INSET and specific
planned/tailored training.
2.5 The School undertakes annual reviews of the continuous professional development needs of all
staff.
2.6 The School provides opportunities for staff to develop their knowledge and skills in relation to such
issues as:
implementing the School's Behaviour Policy
logging and recording of incidents
lunchtime supervision
classroom management
educational visits
learning styles
legislation affecting behaviour management (eg detention, exclusion, child protection, pupil
restraint)
pastoral support
equal opportunities and anti-discrimination
techniques for promoting positive behaviour.
Clear Roles and Responsibilities
2.7 The School ensures that all staff job descriptions include appropriate reference to the School's
Behaviour Policy.
2.8 The Governing Body is advised of the implications of the Behaviour Policy for their own practice,
and relevant committees recognise their responsibilities under the terms of the policy and any other
Regulations and Government guidance.
Referral
2.9 The School will undertake reviews of pupils' needs prior to identifying suitable educational plans,
strategies and alternatives for pupils.
2.10 The School undertakes regular monitoring and review of its internal and external arrangements for
pupil referral and support.
2.11 The School has established a database of the main points of referral outside the School (including
pupil counselling, education welfare officers, educational psychologists, voluntary sector, health
authority/trust, social services/child protection, police).
2.12 The School maintains appropriate records on the use of referrals, using the relevant referral forms.
2.13 The School ensures that the class teacher/form tutor has access to information about the outcome
of the referral.
Resources
2.14 The School undertakes an annual review of the resources needed to ensure the effective
implementation of the Behaviour Management Policy, including reviews of the following:
(i) staffing issues:
staffing levels
staff training and development
provision for non-contact time
workload
health and safety
(ii) record keeping:
provision of administrative and record keeping systems (including use of ICT)
monitoring arrangements (including use of ICT)
(iii) curriculum review and alternative provision:
alternative education provision for pupils, including the use of off-site provision (where
available)
review of curriculum appropriateness
use of curriculum flexibility
on-site facilities wherever possible and appropriate (eg, access to learning support,
mentoring).
2.15 The School has secured access to appropriate specialist child and family support services (where
available), including:
Behaviour Support Service
Pupil Referral Unit
Education Welfare Service
Education Psychology Service
Health Services (including mental health)
Social Services
Connexions Service
Youth Workers
Youth Offending Team
Drug Counselling Agencies
Learning Mentors
Education Outreach
Whitby Underground.
2.16 The School has a pastoral support programme, and has reviewed the need for mentoring,
counselling and peer mediation.
Meeting Needs
Needs Assessment/Reviews
3.1 Learning Managers, and SENCo, in consultation with other staff, are all able to undertake
assessments and reviews of the needs of pupils whose behaviour is disruptive.
3.2 The School provides appropriate training for all the above people responsible for the conduct of
assessment and reviews.
3.3 The School ensures that adequate time is given during the normal School day for the conduct of
pupil assessments and reviews and for the development and implementation of the individual
learning plan.
3.4 The School ensures that teachers receive adequate non-contact time to provide support to individual
pupils.
Curriculum Flexibility
3.5 The School's curriculum is kept under review to ensure that it is appropriate to the needs of pupils.
3.6 The School's curriculum provides an opportunity for pupils to talk about behaviour issues and to
formulate personal and group strategies to minimise and avoid conflict.
Pupil Involvement
3.7 The School encourages pupils to take responsibility for their own learning and behaviour.
3.8 The School encourages pupils to take responsibility for developing a positive behaviour culture
within the School through such measures as peer mediation, involvement and strategies for self-
discipline.
3.9 The School provides opportunities for pupils' positive involvement in the life of the School and
community.
Parental/Carer Involvement
3.10 The School ensures that parents/carers are informed promptly of any concerns regarding their child
and are given the opportunity to be involved in responding to their needs.
3.11 The School provides opportunities to encourage parent/carer involvement and support for the
Behaviour Policy.
Community Involvement
3.12 The School liaises with a range of bodies as appropriate, including the LEA, health services, police,
voluntary sector and religious bodies, and Social Services.
Reviewing Effectiveness
Record keeping
4.1 The prompt and accurate reporting of incidents is considered particularly important to the
effectiveness of the School's Behaviour Policy.
4.2 The School maintains accurate records of behaviour incidents using the standard incident report
forms.
4.3 The School has advised all staff of the need for timeliness, accuracy and completeness in the
recording of behaviour management incidents and has advised staff of the correct procedures for
recording statements.
4.4 The School provides for the use of e-portal for the logging of incidents and monitoring of trends as
appropriate.
4.5 The School deploys appropriate clerical staff to undertake routine administration and record
keeping.
Monitoring and Evaluation
4.6 The School monitors behaviour incidents in order to identify issues and trends. Form tutors are
required to check the events for their pupils regularly and intervene or refer whichever is most
appropriate.
4.7 The School makes effective use of ICT database facilities to support the implementation of its
procedures.
4.8 Staff receive individual and collective feedback (as appropriate) on behaviour management issues,
trends and the outcome of referrals.
4.9 The School monitors incidents of disruptive behaviour in terms of:
type of incident (including racist, sexist and homophobic incidents)
critical days/times in the week
critical places within/outside the School
pupils involved
profile of pupils involved (ethnicity, gender, age, SEN)
timeliness of response
outcomes.
4.10 The School ensures that its pupil record keeping systems provide analysis of the impact of its
Behaviour Policy on particular groups of pupils and in respect of special educational needs,
disability, ethnic origin, gender and children in public care.
4.11 The School assures appropriate levels of confidentiality within its monitoring and reporting
arrangements.
4.12 The School evaluates its policy against key improvement objectives which include:
(i) individual measures:
improvement of individual behaviour
academic progress
(ii) class / whole-School measures:
general behaviour patterns
balance in the use of rewards and sanctions
staff support and training needs
curriculum access and academic progress
equal opportunities
behaviour management trends over time
effectiveness of the policy in encouraging positive behaviours.
4.13 The School provides details of issues and trends to staff and the Governing Body as a basis for
effective decision making.
4.14 The School will report to parents details of the implementation of the behaviour management
programme.
Sharing Good Practice
4.15 The School shares information on good practice gleaned from:
reviews of individual practice
reviews of whole-School practice
reviews of practice in other schools
reviews of cross-phase practice
reviews of cross-departmental practice.
4.16 Relevant information is shared with all members of staff and the Governing Body to better inform
decision-making, and to assist in meeting the educational needs of all pupils at the School.
Annex 1
Use of Exclusion
Under the law, the Headteacher, Governing Body, LEA and independent appeals panel must have regard
to the relevant DfES guidance when deciding:
whether to exclude a pupil or (where applicable) to uphold an exclusion
the period of exclusion
(where applicable) whether to direct the Headteacher to reinstate an excluded pupil.
The Governing Body and Headteacher of the School are responsible for promoting good behaviour and
discipline on the part of the School's pupils and for securing an orderly and safe environment for pupils and
staff.
The School's response to challenging and disruptive behaviour will be made in the context of the behaviour
policy, and will encompass a range of strategies, with exclusion as one option. The School will ensure that
the interests of the whole School are considered within any action taken.
Deciding whether to exclude a pupil
Only the Headteacher or, in his or her absence, a senior teacher acting with his or her authority, can
exclude a pupil from School. A decision to exclude a pupil will be taken only:
in response to serious breaches of the School's discipline policy
if allowing the pupil to remain in School would seriously harm the education or welfare of the pupil or
others in the School.
The decision to exclude a pupil is a matter of judgement for the Headteacher, who will take into account the
likely impact of the misconduct on the life of the School. This may include behaviour on or off School
premises which is in breach of the standards of behaviour expected by the School.
Before reaching a decision to exclude either permanently or for a fixed period, the Headteacher will:
consider all the relevant facts and such evidence as may be available to support the allegations made,
taking into account the School's behaviour and equal opportunities policies and, where applicable, the
Race Relations Act 1976 as amended and the Disability Discrimination Act 1995 as amended
allow the pupil to give his or her version of events and ensure that a thorough investigation has been
carried out
check whether the incident may have been provoked, for example by racial or sexual harassment or by
bullying, including homophobic bullying
(if necessary) consult others, being careful not to involve anyone who may have a role in any statutory
review of his or her decision, for example members of the Governing Body's Discipline Committee.
Permanent Exclusions
Permanent exclusions will normally be used only as a last resort when a range of other strategies have
been exhausted.
In exceptional circumstances, the Headteacher might consider it appropriate to permanently exclude a child
for a first or one-off offence. Such circumstances might include:
where there has been serious actual or threatened violence against another pupil or member of staff
sexual misconduct
supplying an illegal drug
carrying an offensive weapon.
Fixed Term Exclusion
In the case of fixed term exclusions, the Headteacher may exclude a pupil for up to 45 days in any one
academic year. Strategies to prevent this total being reached include placement at Education Outreach
Lunchtime Exclusion
Pupils whose behaviour at lunchtime is disruptive may be excluded from the School premises for the
duration of the lunchtime period. A lunchtime exclusion is treated in the same way as any other fixed period
exclusion.
Reintegration
A reintegration meeting following the expiry of a fixed period exclusion will be arranged by the School prior
to a pupil returning from a period of exclusion, and in the case of any pupil who has been excluded from
another school. The meeting will establish a risk assessment of the pupil and identify the resources needed
to provide the necessary support to the pupil. Phased reintegration may be used if considered appropriate.
Setting Work
The Headteacher will provide an individual education plan for all pupils on roll who are excluded for a period
of 15 consecutive school days, which will set out:
how the pupil's education will continue during the period of exclusion
how the time, might be used to address the pupil's problems
(together with the LEA) what educational arrangements will best help with the pupil's reintegration into
the School at the end of the exclusion. The School will usually be expected to meet some of the costs
for this but the exact arrangements will need to be agreed with the LEA.
In the case of a permanently excluded pupil, the Headteacher will plan for the pupil's continued education,
pending the Discipline Committee's meeting to consider the exclusion. If an appeal panel decides not to
direct reinstatement, the pupil's name will be deleted from the School roll.
Informing Parents/Carers
The Headteacher will inform the parent/carer of the period of the exclusion (it may not run for an indefinite
period) and the reasons for it. The parent/carer has the right to make representations about the exclusion to
the Discipline Committee.
Where a parent/carer refuses to comply with the terms of an exclusion, the School may notify the Social
Services Department and the police if, in the Headteacher's view, the child or any other person may be at
risk as a result of a failure to meet the terms of the exclusion.
Other Considerations
The School will implement its behaviour policy with due regard to the implications arising from the Special
Educational Needs and Disability Act 2001, the Race Relations (Amendment) Act 2000, the Human Rights
Act 1998 and any other relevant legislation.
Appendix 1 This may be amended from time to time.
Documentation to be used
These sheets may be used during work with pupils.
Report card some examples are set out below Learning managers will adapt them from time to time and
they should be added to this appendix.
Reflection Sheet (for optional use by teachers) for completion by pupils, to encourage them to reflect on
their behaviour
Expressions of Concern sheet for completion by teacher, to inform group tutor; tally for individuals
reported to Learning Manager
Subject report to monitor pupil in subject lessons
Tutor report to monitor pupil in lessons and through the day
Daily whole School report to monitor the pupil in lessons and through the day
Serious Incident sheet for completion by teacher; logged in Facility by teacher investigating for action
initially by Learning Manager
Reflection Sheet
Date:
Pupil: Class:
Member of staff: Subject/out of class:
What happened?
What is your side of the story?
What expectation or right was affected by your behaviour?
What can you do to fix things up/make things better?
What can your teacher do to help you to fix things up?
Expression of Concern Sheet
Pupil: Class/Tutor Group:
Type of concern: In-class Subject: Out-of-class Location:
In-class behaviour(s) causing concern Out-of-class behaviour(s) causing concern
Co-operating with others
Following instructions and directions, working safely
Listening to others and not calling out
Being positive in class, pair or group activities
Respecting others
Swearing, name-calling, put-downs etc.
Keeping hands, feet and objects to themselves
Messing with School or others property
Being prepared for learning
Arriving at lessons on time, and ready to learn
Bringing the necessary equipment
Completing tasks set in class and as homework
Other:
Co-operating with others
Following instructions and directions of staff
Showing consideration for others
Removing hat, coat etc. within School buildings
Respecting others
Swearing, name-calling, put-downs etc.
Keeping hands, feet and objects to themselves
Messing with School or others property
Staying Safe
Not walking on the left, taking care on stairs
Leaving the School site during the school day
Breaking the School rule about no smoking
Other:
Detail:
Duration of concern: single occurrence 1 to 2 weeks On-going
Action taken: (please refer to Responsibilities of staff in dealing with negative choices)
Date(s) of contact with home to discuss concerns:
Completed as an individual member of staff Completed as a Director of Learning/Headteacher
Name:
Date: Name: Date:
Subject or role: Learning Area:
Forwarded to Form Tutor/Class Teacher Class Teacher/Form Tutor back to initiator
Subject report to monitor co-operating with others /respecting others/being
prepared for learning
Pupil Name : Class/Tutor Grp.
Start Date :
Focus area is: co-operating with others/ respecting others/ being prepared for learning
Target(s):
Your Target
Focus Score
for 5 lessons is:
The lower the
better
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Comments
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Subject & Sig.
Less
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Co-operate
Respect
Prepared
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Co-operate
Respect
Prepared
3
Co-operate
Respect
Prepared
4
Co-operate
Respect
Prepared
5
Co-operate
Respect
Prepared
Total Focus Score
Pupils Please see your teacher at the end of the lesson to see how well you did.
Teacher Please look after this report, tick as appropriate and give a comment for your lesson if
appropriate. Show any rewards achieved.
Director of Learning Please monitor and contact home after 5 lessons to give feedback to parents/Carers.
Parents/Carers Please sign this report so that your son / daughter can return it to their Subject teacher /
Director of learning.
Parents/Carers signature Comments:
Class Teacher/Tutor report to monitor co-operating with others / respecting others / being prepared for learning / staying
safe
Pupil Name: Class /Tutor Group: Start Date:
Focus Area is: co-operating with others/ respecting others/ being prepared for learning/ staying safe
Target(s):
1= Excellent 2= Good 3= OK 4= Poor
Day
Date
Reg
1
2
3
Reg
4
5
Target
Focus
Score
Focus
Score
Teacher comment if appropriate
(Continue overleaf if necessary)
Parents/
Carers
Signature
Pupils Please hand over this report at the start of the lesson and remember to collect it at the end of the lesson.
Teacher Please score how well targets have been met / please comment or discuss further with the tutor if appropriate.
Tutor Please monitor this report daily, after a 2 week cycle contact home and give feedback to Parents/Carers.
Parents/ Carers Please sign this report so that your son / daughter can return it to their tutor.
Daily whole School report to monitor co-operating with others/respecting others/ being
prepared for learning.
Pupil Name: Class/Tutor Grp.
Date:
Todays focus area is: Co-operating with others/ respecting others/ being prepared for learning.
Target(s):
Your Target
Focus Score
For today is:
The lower the
better
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Comments
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1 2 3 4
Subject & Sig.
Reg. C/ R/ P
1
Co-operate
Respect
Prepared
2
Cooperate
Respect
Prepared
3
Cooperate
Respect
Prepared
Reg. C/ R/ P
4
Cooperate
Respect
Prepared
5
Cooperate
Respect
Prepared
Total Focus Score
Pupils Please hand over this report at the start of each lesson and remember to collect it at the end
of the lesson.
Staff Please tick as appropriate and give a comment for your lesson if appropriate. Show any rewards
achieved.
Parents/Carers Please sign this report so that your son / daughter can return it to the learning manger KS4.
Parents/Carers signature Comments:
Serious Incident Report Form
Name of pupil: Class/Tutor
Group:
Name of person completing this form: Date:
Names of any other pupils involved:
Names of any witnesses:
Was the behaviour directed towards: another pupil? a member of staff?
Description of the incident:
Details of any follow-up action that has already taken place:
Which of the following did the incident include? (please tick all that apply)
Racist abuse/harassment
Homophobic
abuse/harassment
Sexist abuse/harassment
Other abuse/harassment
Intimidation
Bullying
Physical abuse
Verbal abuse
Theft
Damage to property
Defiance/refusal to co-operate
Unsafe behaviour
Date and time of incident:
Date of incident:
Time of incident: am/pm
Date incident reported:
Time incident reported: am/pm
Location of incident: (please give precise details)
Log CMIS for data monitoring Forwarded to Copy to .
(if in class incident)
Copy to
.
Initial details of action: planned/taken Date:
Please return to the initiator of the Serious Incident Form within two working days of receipt of the form
Name of pupil: Serious incident reported by:
Re-admittance after exclusion interview.
Pupil. Form.
Present Date.
Signed Pupil
Signed Parent/Carer
Signed Staff
Eskdale School
Reason for Exclusion
Actions by school
Actions by pupil
(Name) Report Card: Application and Behaviour in lessons
Please comment on (Names) application and behaviour in your lesson by giving him/her an application to learning score
(1=excellent/4=cause for concern). Please consider the following aspects of his learning behaviour on a score;
Application: - does Marc take an active part in the lesson? Is he focused and keep on task?
Behaviour: - is Marc settled and patient in the lesson, does he behave in an appropriate manner? Distract others?
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Subject /
Teacher
A2L Score
(1-4)
Comments?
Please tick if any
homework was set.
Date:
Target:
Target achieved:
Learning Manager
Comment:
Parental signature &
comment: