SUPPORTING LEARNING: The Class Plan below has been agreed and implemented in every classroom 2 Shared Rights In Dunluce everyone has a right to: Learn Be taught Teach Achieve Challenge, be challenged & supported Take part Have needs recognised Feel valued Be safe, emotionally and physically Be heard Be treated with respect Shared Responsibilities In Dunluce everyone has a responsibility to: Be on time Follow agreed rules Allow everyone to learn without interruption Come fully equipped and prepared for work Learn from mistakes Take responsibility for our actions Contribute positively to the learning process Meet agreed deadlines Address individual needs Behave in a respectful way to others Listen to others Keep everyone safe Be honest AGREED BEHAVIOUR FOR LEARNING We will: Come fully equipped to class Arrive to class on time Listen to and follow instructions Work co-operatively within a team Stay on task Complete work within the given time Engage with and participate reflectively in classroom activities Ask relevant questions to enrich the learning experience Acknowledge and celebrate success Respect our own property and that of others Maintain a high standard of work OUR RULES FOR LEARNING Arrive on time Bring the correct equipment Listen when someone is talking Follow instructions, Stay focused on your work Work to the agreed standard Ask for help Meet deadlines Keep hands, feet, objects and unkind words to yourself Keep the safety rules Choices and Consequences Rewards and Sanctions Our shared classroom values: Implementing our plan for learning in every classroom creates a: Listening, Respectful, Caring, Reflective, Safe, Secure, Achieving, Fair, Celebratory, Inclusive, Consultative, Participative and Learning Zone for everyone.
Rewards System – Half Termly Class Learning Behaviour Monitoring Sheet Time Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Learning Behaviour Arrive on time Stay focused on your work Arrive on time Stay focused on your work Bring the correct equipment Follow instructions Bring the correct equipment Follow instructions Listen when someone is talking Ask for help Listen when someone is talking Ask for help Meet deadlines Keep safety rules 8CL 8CP 8ML 9LD 9SC 9LS
MILD SANCTIONS Pupil for e.g. who rarely chooses to: Listen Follow instructions MODERATE SANCTIONS Pupil for e.g. who very rarely chooses to: Listen Follow instructions SEVERE SANCTIONS Pupil for e.g. who almost never chooses to: Listen Follow instructions SUPPORT INTERVENTIONS Pupils who have been identified as having significant difficulty in maintaining effective learning behaviours will receive targeted support through one or more of the following interventions. Targets will be tracked, monitored and reviewed. Outcomes will be monitored and the effectiveness of the strategies evaluated Low Frequency Sanctions Medium Frequency Sanctions High Frequency Sanctions Class teacher The look, name and appropriate hand signal Quiet conversation Rule reminder Verbal warning Moved seat Note in dairy Extra work to complement or reinforce current studies Break/lunch detention Arranged recorded time out of class with another member of staff – max 10 mins (***) Referral to Head of Year/Dept. Head of Year/ Dept. Quiet conversation Rule reminder Break/lunch detention Telephone call home After school detention (Wednesday/ Thursday) Placed in internal suspension for a set period of time Parent interview with class teacher in attendance as appropriate Restriction of access to extra-curricular activities for a set period Referral to Vice Principal Learning Behaviour Support Sheet (CoP; stage 1) Pink Behaviour Support Sheet (SEN CoP: stage 2) Risk Reduction Plan Principal/ VP Quiet conversation Rule reminder Break/lunch detention Telephone call home Placed in internal suspension for a set period of time Parent interview Referral to Principal Permanent withdrawal of privilege Suspension by Principal Expulsion Blue Behaviour Support Sheet (SEN CoP: stage 3) External support agencies e.g. Ed. Psych. Risk Reduction Plan Staff will: Give appropriate consideration to individual circumstances before applying sanctions – E.g. behaviour arising from a ‘statemented’ condition such as Asperger’s, ADHD; family circumstances etc. as appropriate. Through dialogue/conversation promote reflection and restoration. Record, track and monitor sanctions. The information generated will be used by HOY to identify pupils who in consult6ation with the SENCo would benefit from early intervention Seek to reduce unacceptable behaviours by implementing and monitoring appropriate support interventions e.g. Support Sheet, Individual Behaviour Plan (Pink/Blue Behaviour Support sheets) and/or Risk Reduction Plan where appropriate.