Behaviour

Here at High Tunstall College of Science, we aim to ‘Inspire, Support and Achieve’ every student, every day. At the forefront of this vision, we aim to give our first attention to best conduct and this is reflective in our achievement drive. We also seek to push our drive on behaviour in a pivotal manner as much as we can. We ask that the students be Ready, Respectful and Safe around the college environment and be self-reflective of their own actions. We will continue to promote our ‘first attention to best conduct’ ethos alongside our commitment to ensure that the learning environment at High Tunstall College of Science remains a positive one, tackling low-level disruption consistently across all Faculty and Pastoral areas in order to maintain this. Our behaviour policy shows that we look to act pivotally but challenge accordingly. Our students are at the heart of everything we do and we will continue to work together in order to ensure they succeed.

Class Chart

Management

Restorative Actions

1 Point

Confiscation

Immediate confiscation until end of the day for returnable items.

Immediate confiscation and parental contact for non – returnable items.

First Warning: Ready, Respectful, Safe.

Verbal Caution

State behaviour observed and what it contravenes.

Remind students and previous good behaviour and consequences if current behaviour continues.

Walk away and allow students to do the right thing.

Supportive Discussions (Final Warning)

Wait 30 seconds for the student to modify actions before entering into dialogue.

Gentle approach, personal, non-threatening, side on eye level or lower.

State the behaviour that was observed and which rule/expectation/routine it contravenes: Ready, Respectful or Safe.

Tell students what the consequences of their actions are if addressed one more time.

If there are comments as you walk away note them down and follow up later.

1 Point

Time out and Restorative Catch up.

Time Out Card issued, time written on.

The student is asked to speak to the teacher away from others.  Boundaries are reset and they are reminded of a previous positive.

Student is given a final opportunity to re-engage with the learning/follow instructions.

Restorative conversation time is set between student and teacher (including learning catch up) in social time. Length of time dependent on learning time lost.

Issues continue once re-entered into lesson leads to escalation to Internal Remove within faculty.

Class Chart Admin

Management

Restorative Actions

Teacher Phone Call Home AND Faculty RST

2 Points

 

Internal Remove 

 

Continued poor behaviour once re-entered into lesson

OR

Failure to attend Teacher RST

Internal Remove facilitated by SSO to pre-agreed location within department or other area for SSO intervention

WORK MUST BE PROVIDED FOR STUDENT TO CPMPLETE IN INTERNAL REMOVE.

Restorative conversation, facilitated by TLR holders in department, with teacher and student.  Restorative conversation and Learning catch up to be held over lunch (length of time dependent on learning time lost).

 

If a student has multiple restorative conversations within a subject or refuses to attend restorative conversations, the student should be removed from the subject teachers lessons, supported by the Faculty, until a restorative conversation is completed and home contacted.  Support from Faculty Leader for any parental meeting held.

Evidence of contact home/meetings must be logged consistently.

3 Points

 

Pastoral RST

Faculty RST/numerous Faculty Issues

Failure to attend nu faculty RST/refusal to enter designated classroom for internal remove OR serious behaviour breach.

Restorative conversation, facilitated by Pastoral Team, with teacher and student.  If a student fails to attend multiple RSTs or has issues across a range of subject areas or has had to attend Faculty Intervention.

Referred by Head of Faculty to Head of Year.

Evidence of Faculty intervention must be available.

4 Points

 

SLT support – failed Pastoral support or serious behaviour breech.

This leads to escalation to SLT Restorative time: further phone contract home from behaviour management team.  Behaviour SLT restorative conversation and discussion about meeting students’ needs and moving forward positively

For continuing issues across Faculties or Serious breaches of behaviour – may require tailored pastoral involvement and support.  Restoration meeting takes place between the parent, student and college.

Referred by Head of year to SLT.

Class Chart

Management

Restorative Actions

Confiscation

Immediate confiscation until end of the day for returnable items.

Immediate confiscation and parental contact for non – returnable items.

First Warning: Ready, Respectful, Safe.

Supportive Discussions (Final Warning)

Wait 30 seconds for the student to modify actions before entering into dialogue.

Gentle approach, personal, non-threatening, side on eye level or lower.

State the behaviour that was observed and which rule/expectation/routine it contravenes: Ready, Respectful or Safe.

Tell students what the consequences of their actions are if addressed one more time.

If there are comments as you walk away note them down and follow up later.

Verbal Caution

State behaviour observed and what it contravenes.

Remind students and previous good behaviour and consequences if current behaviour continues.

Walk away and allow students to do the right thing.