Love, Care and Support

It is expected that BIBS students and staff show respect for themselves, respect for others and respect for the environment.

We aim to:

• Promote the development of each student’s knowledge, understanding and skills in key social and emotional aspects of learning.

• Help students to be reflective and caring in their actions, healthy and happy in life, principled and open-minded in spirit by providing a supportive school environment.

• Foster leadership abilities in our students by encouraging resilience, motivation and self-worth and providing opportunities for student-led activities.

Principles of Behaviour for Learning
To support our aims of developing self-disciplined, considerate and motivated students, the school requires a ‘positive discipline’ approach. We believe that good behaviour is fostered by focusing on the positive and continually articulating what is expected, rather than drawing attention to the negative.
 
Positive behaviour should be recognised and rewarded through a variety of ways including praise, use of BIBS restorative justice system, house points, emails home, work being displayed, achievement and Learner Profile assemblies including certificates etc.
 
Management of inappropriate behaviour should not make students feel humiliated or incompetent. Students need to accept responsibility for their actions and take an active role in determining how mistakes can be rectified. It is important that it is made clear that it is the behaviour that is unacceptable, not the student. Making individuals feel disliked, unaccepted or humiliated is not an effective strategy to enable them to feel motivated to improve their behaviour.
 
All staff are expected to promote positive Behaviour for Learning by modelling a firm, fair, friendly and consistent approach with all staff and students.

BIBS Students:
 
Respect themselves by:

• Taking responsibility for their behaviour

• Being aware of their own health and safety

• Using time constructively in class and at home

• Coming to lessons properly equipped

• Completing homework assignments in full and on time

 
Respect others by:

• Being punctual for lessons and activities

• Being supportive and encouraging of fellow students

• Working without disturbing the learning of the group

• Acting in a safe and responsible manner

• Welcoming differences

• Showing a willingness to understand other points of view

• Being organised and prepared for activities

• Showing consideration for all users of the school and boarding buildings

 
Respect the environment by:

• Taking care of school equipment

• Placing litter in the bin and recycling waste appropriately

• Keeping bathrooms clean and tidy

• Ensuring classrooms are tidy and free from damage or graffiti

• Moving around the school in an orderly manner

• Using the lockers appropriately

• Following BIBS dress and behaviour code

 
Celebrating Achievement and Rewarding Positive Behaviour
 
Effort and good behaviour are recognised through:

• Praise of students by staff

• Display of work

• Public recognition of good behaviour and achievement in year group assemblies

• Student of the Month certificates given out in assemblies and in boarding

• Student leadership opportunities across the school and boarding

• Letters/emails to students and/or parents

• Mention in school newsletters and publications

• End of Year awards, academic and pastoral which recognise academic and sporting attainment, effort and contribution to the school and wider community

 
Use of Sanctions:
 
Sanctions aim to enable students to learn from their experiences and thus to modify future behaviour as well as to deter and of course, to punish poor behaviour. The health and safety of everyone in school is of paramount importance and no student should be allowed to risk the safety of another member of the school community.
 
With the use of our restorative justice model, all issues will be dealt with fairly and consistently. However, whilst consistency is desirable, there must be an element of flexibility in the use of sanctions to take account of individual circumstances and the professional judgement of the teacher in charge. When in doubt, teachers should consult with the Head of Pastoral Care (HOPC) about the appropriate course of action to be taken. Parents will be informed as appropriate to the situation.
 
Incidents will be reported via an online alert link in Office 365, and recorded by the pastoral office.
 
Minor Offences:
 

• Late to lessons or activity

• Time wasting in lessons

• Lack of equipment for learning

• Failure to complete homework/class work

• Not meeting work requirements in a subject or across a range subjects

• Dropping litter

• Lack of respect to other students or staff

• Poor manners or rudeness

• Lack of consideration to others

• Inappropriate dress - failure to follow BIBS dress code

• Inappropriate use of mobile devices during school day

• Minor but inappropriate displays of affection

Actions:

• First option is the use of the restorative justice model (discussed separately)

• A verbal warning from the teacher dealing with the incident.

• Establish reasons for the behaviour and discuss ways to improve/avoid future   repetition – further investigation may be needed depending on student’s response.

• Sanction given by teacher if considered necessary (see sanctions below)

• Depending on the severity of the offence, the teacher will submit an alert in the online system on Office 365.

• Communicate at all times with parents

Possible Sanctions for minor offences:
In addition to a verbal warning, other sanctions, which can be implemented by the teacher dealing with the incident are:

• A short, temporary removal from the classroom in order to reflect on their behaviour. (Students should not be left standing outside classrooms indefinitely)

• A short detention by the teacher at break or during part of lunch time (30 minutes at lunchtime maximum) This can be held by the individual teacher or could be at a departmental detention which is held at an agreed time and held by the HOPC.

• A letter of apology to the teacher or another student

• A note in the student’s diary to advise the student’s parents of the incident

• Confiscation of mobile device for the rest of the day(if warranted)

• Community Service (litter pick for example) or repair of damage if appropriate

Failure to complete work and/or meet assignment deadlines:
The names of students of concern such as those who regularly fail to meet work requirements should be alerted via the online system in Office 365 as an academic concern.
It is important that the Home Room teacher also contact parents when a student is failing to complete work and inform them of the steps being taken to get the student back on track.

Serious offences:
These are offences that show a serious disregard for others, the school community, an individual's health and safety and/or for the law. In all such cases, parents will be advised.
 

• Use, sale and possession of illegal or non-prescription drugs

• Possession, consumption or sale of alcohol on the school premises

• Bullying of any kind

• Theft

• Vandalism

• Smoking

• Use, sale, possession of dangerous or imitation weapons

• Use, sale, possession of fireworks

• Use, sale or possession of pornographic material

• Unexcused absence from school or class

• Cheating

• Plagiarism

• Forging signatures

• Persistent breach of school expectations

• Repeated negative behaviour or any of the minor offences above

 
Actions:
 
Ensure everybody is safe - a student should be isolated if he poses a danger to himself or others. Do not put yourself or anyone else at risk. Call for help - send a student or phone.
 
There should be immediate alert in the online system in Office 365 to the HOPC
All serious incidents must be fully documented. Everybody involved in the incident (teachers and students) should write an individual statement.
 
Parents will be contacted and a parent/student meeting will be called.
Apply the restorative justice model where appropriate

Possible Sanctions depending on the situation:
 

• Internal suspension and completion of work in a controlled environment

• Community Service, repair of damage if appropriate

• Loss of privileges such as after school activities, responsibility positions, school trips

• Behaviour contract created with fixed term review

• External Suspension and permanent expulsion

 
The HOPC will decide on the most appropriate sanctions in consultation with the Head of School.
 
The Head of School in consultation with the Head of Curriculum and HOPC will make decisions that might lead to suspension and expulsion.
 
Parents will be kept informed of all decisions and processes.
The severity of the offence will determine the sanction. Repeated offences, whether for the same offence or not, will lead to a more serious sanction.
Students under suspension are not allowed to take part in extra-curricular/after school activities activities.

How can teachers encourage Positive Behaviour for Learning?
*Teacher Resources can be found on pastoralandboarding.weebly.com (will be moving all this to Office 365)
 
Although most teachers automatically do the following, we have all had lessons that we felt could have gone better. It is helpful to remind ourselves of strategies that ensure that positive behaviour for learning takes place in all lessons. Here are a few ideas to consider:
 

• Plan lessons carefully ensuring they are pitched at the right level, take into account prior learning and differentiate

• Have an aesthetically pleasing and thought-provoking classroom

• Arrive at lessons on time yourself and challenge students who arrive late

• Exude enthusiasm for your subject

• Use a seating plan at the start of the year - this is helpful to get to know students' names quickly and later on to ensure that students sit with those who will promote their learning and not hinder it

• Don’t be a slave to the seating plan!

• Change the classroom layout to suit the students and the skills being developed

• Develop your own standardised routines for entering the classroom, getting seated, preparing for work, distributing/collecting equipment, homework and dismissal from lessons and ensure your classes are aware of these routines and your expectations from the start

• Use a variety of teaching and learning styles - keep your students alert students by doing something different sometimes rather than every lesson following a predictable pattern     

• Establish an acceptable level of working ‘noise’ and make sure students are aware of this

• Acknowledge and reward positive behaviour wherever possible. Seek it out!

• Have clear rules with known consequences and articulate them regularly to students

• Develop relationships with your classes based on mutual respect and consistency

• Look for opportunities to engage with students outside the classroom – say hello in passing, comment on sporting achievements etc

• When on duty, be active in your role and take the opportunity to talk to students and build up a relationship. Take an interest in their lives

• Reflect on your behaviour management after every lesson

 
Addressing Inappropriate Behaviour in the classroom
*Teacher Resources can be found on pastoralandboarding.weebly.com
 
Not all lessons go quite to plan and it is worth taking the time to think about how we plan to deal with setbacks before the situation arises. Here are a few ideas to consider:
 

• Plan what you will say in advance to address inappropriate behaviour so that it isn’t affected by your emotional state

• Sometimes just a look of disapproval can be enough to diffuse a situation

• Remind students of previously agreed expectations when minor rules are broken

• Use positive language to convey expectations/rules e.g. ‘In this classroom we put our hand up to answer a question’

• Acknowledge their feelings e.g. ‘I can see you’re upset and I understand that but ...’

• Give students ‘take up time’ when asking them to do something. Look away, carry on with your teaching and look back to check they have done what you have said. This avoids confrontation and loss of face on the student’s part

• Direction with expectation e.g. ‘Just pick up that piece of litter for me would you? Thanks’ then look/walk away, allow for take up time and look back to check that the task has been completed

• Follow through on punishments but use them sparingly for most effect. If sanctions must be applied, do so with an air of disappointment rather than anger        

• Avoid making anything personal – address the behaviour not the child

• When you feel you have exhausted all avenues as a classroom teacher, seek colleague support via the appropriate channels.